Essay 4

Topics: High school, Secondary education, Education Pages: 5 (1326 words) Published: February 22, 2015
Jaqueline Banales
Professor Alkhaony
English 1301
December 5, 2013
What Makes A Great Secondary Teacher?
When I was a high school student, I experienced many teachers. Some of the teachers made me feel as if I could achieve so much, and others made me feel like I was just in any other class. I knew this difference by trying to build a relationship with them and making sure they were prepared to respond to any given situation. I believe to be a great teacher you must be prepared and build a strong relationship with your students. . In the school I attended, many fights broke out every day. Therefore, you either had to sit down and talk with your teacher for breaking up a fight you were involved in, or you made fun of the teacher who didn’t know what to do. There were a handful of teachers who made school feel like every day dragged and others who made the year fly by.

When talking about prepared teachers it means more than just a bachelor’s degree and a teacher’s certificate. It takes skills like leadership, confidence, and patience. While researching, “How to prepare teachers” I found one that deals with fights. According to The National Center for Educational Statistics surveyed principals and school Administrators in public secondary schools nationwide to find current data on school discipline problems. The three top issues are tardiness, absenteeism, and physical conflicts between students; another thing that schools lack the most and the biggest problems are gangs, violence, and fights. In a latest Gallup Poll, people were asked what they thought were the biggest problems for public schools, and the number one answer was fighting/violence/gangs. The second most common response was lack of discipline. I also found an article of a woman named Lynnette Fields with the help of Jim Davis, Director of Employee Relations of Pasco County, Florida and Liz Geiger, President of United School Employees of Pasco County, Florida, they explained a three step plan to give teachers and administrators the right to intervene, and so that can be aware of their legal rights and responsibilities. The three steps are as follows: Step One: Homework

As a teacher, become familiar with the written guidelines.
Look for any guidance in state statutes, school board rules and regulations, and district policies. What is the authority you are given in dealing with student discipline? How will you be protected civilly and criminally?

What are the professional conduct expectations that apply to you? This should help you get familiar with all things that can possibly help you if you are in a sticky situation. Step Two: Become Competent in Interventions

Take advantage of any in-service training.
Specifically “Non-violent Crisis Intervention” which covers both verbal and physical interventions. This course covers many skills that maximize student safety and school employee protection. The skills include: How to verbally de-escalate situations, how to physically take down and restrain a student who has physically lost control, how to protect one if attacked by a student, and how to escape or assist others in escaping certain holds. Do all of this without hurting oneself or students.

Step Three: Create a Mental Action Plan
If a fight happens, in order to protect the safety of students and faculty do the following. 1. Give a loud and clear verbal demand.
2. Is it safe? Make decision if you should intervene.
3. If not, get quick help while at the same time protecting the students. 4. If it is safe, physically intervene. Use responsible force but do not become aggravated. If students are at highest intense fight and are by far too big and you have given our clear demand, do this. Ask adults for help.

Send a student to get other adults.
Give the same loud demands to students around.
Move harmful objects such as glass, desk, and chairs.
When it becomes safe, intervene.
Student to student physical confrontations are stressful and...

Cited: Lee, Valerie E., and Julia B. Smith. "Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Students." American Journal of Education 104.2 (1996): 103-16. Print.
Earl S. Irving, et al. “Who Is To Blame? Students, Teachers And Parents Views On Who IS Responsible For Student Achievement.” Research in Education 86 (2011): 1-12. Academic Search Complete. Web. Print.
Heaviside, S., C. Rowland, and C. Williams. 1998. Violence and discipline problems in U.S. public schools: 1996-1997. Washington, D.C.: national Center for Education Statistics. Web. 4 U.S Department of Education Print.
Fields, Lynette. “Handling Student Fights: Advice For Teachers And Administrators.” Clearing House 77.3 (2004): 108. ERIC. Web. Print.
Crozier, G. (1999), “Is it a case of ‘We know we’re not wanted?’ The parents’ perspective on parent-teacher roles and relationships”, Educational Research, 41 (3),
315–328 Web of Science Web. 8 Print.
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