Renascence School Education News - private school

Friday, March 6, 2015

Effective parenting leads to success

News Herald – Juliann Talkington

Juliann

According to the Center for Disease Control and Prevention, children who are not raised in a proper environment are likely to have learning and developmental difficulties.

 

If this statement isn’t enough to make parents neurotic, the barrage of information might. Today there are diagnoses to explain almost every behavior problem — from attention deficit disorder to depression. As a result, it is easy to believe a child needs medication or counseling rather than parental guidance.

 

Then our busy lives create another challenge. Many parents feel guilty about the amount of time they spend with their kids. To compensate, parents give their children almost anything they want.

 

And some parents want to be “best friends” with their youngsters. These adults make their children “equals” in an effort to maintain approval.

 

Are we on the right track? According to research by Stanford University psychology professor Eleanor Maccoby, Harvard trained psychologist John Martin and University of California psychology professor Diane Baumrind, probably not. These researchers say there are four types of parents.

 

Uninvolved parents are not responsive to the child’s emotional needs or demanding about behavior.

 

Indulgent (permissive or nondirective) parents are more responsive than they are demanding. They tend to be nontraditional and lenient and generally do not require mature behavior, allow considerable self-regulation and avoid confrontation.

 

Authoritarian parents are highly demanding and directive, but are not responsive. According to Dr. Baumrind “They are obedience- and status-oriented, and expect their orders to be obeyed without explanation”.

 

Authoritative parents are both demanding and responsive and balance clear, high parental demands with emotional responsiveness and recognition of childhood autonomy.

 

These researchers also suggest indulgent parenting, like that highlighted in the examples above, is far from ideal. Instead they say authoritative parenting, a blend of authoritarian and indulgent parenting, is the most effective way to guide children. They use studies to demonstrate that this type of parenting produces well-adjusted, high-achieving kids.

 

Authoritative parents make a child feel accepted, loved, valued and supported and are also firm about expectations and limits. Unlike parents who have few rules or standards for their child’s behavior, authoritative parents establish limits for how their child acts. However, they also allow their child autonomy. And even though it is sometimes unnerving, they tolerate, support and encourage their child’s sense of individuality.

 

Authoritative parenting is really common sense. Give kids limits, establish consequences for poor behavior and allow them the freedom to grow into unique individuals. You should be pleased with the results.

 

Monday, March 2, 2015

Many pupils are expelled illegally and not as a last resort, charity alleges

The Guardian – Sally Weale

“A significant number of schools who expel pupils are acting illegally, using discriminatory practices that disproportionately affect the most vulnerable children, a charity has claimed. The Communities Empowerment Network (CEN) made the claims as it published a study on the impact of exclusions. Mapping the Exclusion Process: Inequality, Justice and the Business of Education is a small-scale, qualitative study based on 26 in-depth interviews with parents, head teachers and local authority workers involved with and affected by exclusions in the London area, carried out over nine months. Although the overall number of children permanently excluded has fallen, the report claims too many exclusions are unlawful, and too often involve children with special educational needs and those from ethnic minorities. “There is a wilful, wasteful and discriminatory war on our children,” said Prof Gus John, the founder of CEN, who was the first black director of education at a London local education authority.”(more)

Thursday, February 26, 2015

Report Shows School Suspensions Amount to 18 Million Days

Education News – Kristin Decarr

“New research from the University of California at Los Angeles has found that despite suspension rates dropping in school districts across the country, US students still lost around 18 million school days due to out-of-school punishments in the 2011-12 school year. The report, “Are We Closing the School Discipline Gap,” looked at data for every school district across the country, finding school systems in Missouri, Ohio, Michigan and Pennsylvania that have an “alarming” suspension rate of 20% or higher among their elementary school students…Despite a number of improvements, there have not been many meaningful changes to the national suspension rate, causing racial gaps to continue to persist. Including all grade levels, 16% of black students were suspended in 2011-12 in comparison with 7% of Hispanic students and 5% of white students. Researchers suggest the current concern pertaining to out-of-school suspensions comes from a greater risk of academic failure, dropping out of high school, and involvement within the juvenile justice system…“We conclude that our nation cannot close the achievement gap if we ignore the discipline gap,” the UCLA report said.”(more)

Wednesday, February 25, 2015

Hansen: Are parents training resilience and creativity out of their kids?

Omaha.com – Matthew Hansen

“We congratulate kindergartners when they line up neatly, pat second-graders on the head when they color between the lines, scold fourth-graders when they ring the doorbell twice to see what happens. All of these parenting moves make perfect sense, says an Omaha expert on child development. And each one of these moves, when drummed into our kids’ heads, can produce adults ill-equipped for the new American economy. “We love disruptive innovators,” says Dr. Laura Jana. “We don’t love them when they are 4.””(more)

Tuesday, February 24, 2015

Too much or too little school discipline? Data often at odds with teacher, parent experiences

The Atlanta Journal Constitution – Maureen Downey

“Nothing brings out the blog skeptics as reports on disparities in how schools dole out student discipline, the focus a new report released this morning. The disparity in school discipline is an important issue and one that needs to be better understood. It’s also a complex issue because many parents and teachers contend they are seeing increased discipline problems in their schools and feel little is being done about it. My own teens complain of time lost to kids acting up in their classes. The conflicting views of student discipline – too much or too little — explain why a five-member Senate study committee led by Sen. Emanuel Jones, D-Decatur, could not come to consensus on recommended policy changes. Among the research discussed by the committee at its fall hearings: Georgia third-graders and eighth-graders who’ve been suspended for 10 days or more are less likely to earn a high school diploma. An AJC investigation a year ago found 57 percent of students expelled and 67 percent of students given out-of-school suspensions were black. Thirty-seven percent of Georgia public school students are black.”(more)

Sunday, February 22, 2015

California’s school suspensions show racial disparity

USA Today – Michael Bott and Ty Chandler

“Teenager Dwayne Powe Jr. got a suspension in eighth grade. He didn’t get into a fight. He wasn’t caught with drugs. He committed no crime. “I actually was asking for a pencil,” Powe said. Powe said his class began an exercise and he asked to borrow a pencil from another student. That’s when his teacher told Powe he was being disruptive and made him leave class. Powe tried explaining he had only asked for a pencil, but that only dug his hole deeper, he said. He was technically suspended for “willful defiance”. Nearly 200,000 California students who were suspended for willful defiance last year can relate to Powe’s story. What constitutes willful defiance is somewhat vague, but it generally allows teachers to remove students from the classroom if their behavior is thought to be disruptive or defiant. It’s the most common reason California students were suspended—and students of color are overwhelmingly targeted.”(more)

Friday, February 20, 2015

Practice of Restraining, Secluding Students Faces Growing Opposition

Education News – Grace Smith

“A state report released last week found that public schools are restraining or isolating children against their will at a surprising rate, and hundreds of students have been left with injuries and unmet educational needs. Children with emotional or intellectual disabilities in particular have been targeted, according to Annie Waldman of ProPublica. Over 90,000 instances of restraint and seclusion have been recorded in the past three years generating more than 1,300 injuries, with at least two dozen of them doing serious damage. One child was restrained more than 700 times during one school year.”(more)

Tuesday, February 17, 2015

Interest grows in new model for school discipline and youth justice

The Seattle Times – Claudia Rowe

“The paper hanging inside a second-floor classroom at Garfield High School spoke more pointedly than a raft of research articles about student frustration with traditional approaches to school discipline. Under the question, “Why are you here?” 16 teens willing to devote weeks to getting trained as restorative justice mediators offered their answers: “Healing harms,” one student said. “Unequal treatment,” added another. “Injustice toward students.” School discipline in Seattle is so lopsided — with black students suspended at five times the rate of whites — that the federal Office for Civil Rights is investigating. But educators, parents and students, impatient with the slow pace of an inquiry that has been ongoing since 2012, are moving ahead with a solution known as restorative justice, which aims to repair harm, rather than focus solely on punishment.”(more)

Monday, February 9, 2015

Suspensions slashed in San Francisco schools after new procedures kick in

The San Francisco Chronicle – Jill Tucker

“The number of students suspended in San Francisco schools has been cut in half over the last two years, a positive trend especially among African-American students, district officials said Thursday. There were 1,081 suspensions last school year, down from 2,298 two years earlier — a 53 percent decline. This year, the district is on about the same pace as last year, but suspensions of African American students have continued to drop, with 17 percent fewer so far this year over last. “When students are suspended from school, they are more likely to fall behind academically,” Superintendent Richard Carranza said in a statement. “Furthermore, research shows that suspensions seldom result in improved student behavior in the long run. In fact, when we don’t address the root problems, the same student is often repeatedly suspended.” District officials switched gears four years ago, calling on schools to avoid suspensions and deal with behavioral problems using alternative programs. Many schools have adopted restorative justice programs, which requires students to acknowledge wrongdoing and make amends to the victims and school community.”(more)

Sunday, January 25, 2015

In school discipline, intervention may work better than punishment

The Seattle Times – Claudia Rowe

“After a decade in classrooms, cheering on young people and believing in their progress, David Levine’s faith finally wilted. Three of his top students had walked into the front office at Big Picture High School reeking of marijuana at the precise moment that a donor stopped by with a $1,000 grant for new sound equipment. Years ago, Levine might have recommended suspension for each young woman. Don’t do the crime if you can’t do the time, went his general thinking, right in line with prevailing American beliefs. But discipline at Big Picture in the Highline School District has changed. In the process, its teachers have, too. Rule breaking is now treated as harm done to a relationship — in this case, that between Levine and his students — rather than a reason to mete out punishment. Instead of sending the three smokers home with a litany of their failings, Levine sat face to face with each, explaining what it felt like to have his trust violated. He read them testimony from other teachers, who spoke of their belief in the young women — how they had a chance to go to college, build a career, leave their difficult family lives behind. By the end of her hourlong conference, 18-year-old Monae Trevino was weeping.”(more)