“从学校到监狱的管道”是指在三年级阅读水平低于某一水平的社区建造监狱的方式,这些社区通常是低收入和少数族裔。据说,较高的行为停学率会导致学生更有可能最终进监狱或坐牢。努力将学校改造成监狱管道是非常具有挑战性的,但也是非常有可能的。努力提高学生成绩并确保学生为世界的需求做好准备的方法之一是通过恢复性实践。很多时候,老师在不了解行为的根本原因的情况下就给学生提供了后果。例如,当学生在课堂上被点名时,老师可能会对其进行拘留或口头指导,以纠正其不当行为。在恢复性实践中,学生和老师会在事后坐下来回答一些问题,比如发生了什么,谁受到了影响,以及他们能做些什么来继续前进或修复它。学生了解他们的行为如何影响了老师,反之亦然。双方都能解释自己的立场,并努力达成对所有人都有效的解决方案。恢复性实践,即使已经在20世纪90年代左右,仍然是一个非常新的概念。因为这是一个相当新的话题,对许多人,包括学生、家庭和老师来说,都是一个陌生的或抽象的话题。恢复性实践还要求人们将他们的思维从结果转向如何解决问题。对于少数族裔和社会经济地位低的学生来说,当涉及到直接的惩罚结果时,他们的信任就会被打破,这种惩罚是无效的,事实上还会使他们的行为更长久。恢复性实践的工作,以重建信任之间的教师,学生,家庭和全校的行为期望。在实施学校范围的改进计划并关注学生行为时,一个重要的因素是不仅要解决行为的前因后果,而且要把关系作为教育的关键部分。

加拿大教育学作业代写 学校与监狱

The school to prison pipeline is how prisons are built in communities whose 3rd grade reading levels fall below a certain level, more often in low income and minority populations. It is also said that a higher rate of behavioral suspensions can cause a student more likely to end up in jail or prison. Working to change the school to prison pipeline is very challenging but is very possible. One way to work towards increasing student achievement and ensuring that students are prepared for the demands of the world is through restorative practices. Often times, teachers provide consequences for students without understanding the root cause of a behavior. For example, a student may act out in class when called on and such a teacher provides a detention or verbal redirect to address the misbehavior. With restorative practices, the student and teacher would sit down afterwards and answer a few questions regarding what happened, who was affected, and what can they do to move forward or fix it. The student learns how their behavior impacted the teacher and vice versa. Both parties are able to explain their position and work towards a resolution that works for all. Restorative practice, even though have been around since the 1990’s, are still a very new concept. Because this is fairly new, it is a foreign or abstract topic for many including students, families, and teachers. Restorative practices also asks people to shift their thinking from consequence to how can a problem be fixed. For minority and low socioeconomic status students, there is a level of trust that is broken when it comes to direct punitive consequences that is not effective and in fact perpetuates the behaviors more. Restorative practices work to rebuild that trust between teacher, student, family, and schoolwide behavioral expectations. When implementing the school wide improvement plan and focusing on student behavior, one important factor is to not only address behavior antecedents but focusing on relationships as a critical part of education.

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