In-School Suspension: Reducing Student Rates of Return
Effective in-school suspension programs share common components. Among them are both an academic as well as a social aspect. Academically, students are expected to complete their class assignments. Socially or behaviorally, there are personnel such as counselors to assist students in addressing underlying behavior issues.
Two weeks ago, one of my students declared, "Look what you did to me!" as she held up her in-school suspension letter. She started a scuffle in the classroom with another student, yet I was the cause of her assignment to in-school suspension. Though irrational to me, I believe that my student genuinely thinks that I am the cause of her going to in-school suspension. This way of thinking is not unusual in my experience with at-risk middle school students. Last week, she was assigned again for fighting in another classroom. Clearly, with her as well as with many other students, in-school suspension is not working. She and others do not make the connection between behavior and resulting outcomes. This is one of the main causes of repeat placement into in-school suspension within a school year. A troubling situation administrators and teachers are often unsuccessful in addressing.
One solution to the problem of high return rates to in-school suspension is to directly teach students to make this behavior-consequence connection. Emphasis should be on student-centered rather than teacher-centered activities during in-school suspension time. In-school suspension programs should concentrate on behavior modification (student-centered) more so than simply completing class work (teacher-centered). The returned academic assignments are often poorly done or are incomplete anyway. This may be because the student doesn't know the material due to poor classroom behavior. Or, the work may be seen as further "punishment" from teachers rather than as a vital link to success in school.
In-school suspension time would be better spent on an intense program of getting students to make the connection between their actions and resulting positive or negative consequences. Extended time should be spent on equipping students with tools to self-monitor and self-correct their behaviors. This could be done through a prescribed program or locally developed by the school.
Either way, in-school suspension personnel should require students to examine and reflect upon the behavior that landed them there. Ruby K. Payne in her preeminent classic work, A Framework for Understanding Poverty, gives an excellent student-centered questionnaire that helps students examine what took place prior to their negative behavior.
Why is this important to do? The age-old adage from George Santayana applies, "Those who cannot remember the past, are condemned to repeat it." It is important that students remember and reflect before they are able to correct-correct their behavior. As they remember, reflect upon and learn correct alternative behaviors, they are less likely to repeat them, thereby decreasing the incidences of their assignment to in-school suspension.
If consistently applied, students will begin to take ownership of their behavior. They will feel empowered to enact positive behavioral choices. They will begin to see teachers as allies; not as some outside force beyond their control that arbitrarily causes them to go to in-school suspension. This change will render positive results that will affect students in the classroom, in the school and in their lives outside of school. The end result will be a decrease rate of students repeatedly returning to in-school suspension.
Sources:
Payne, Ruby K. (1998) A Framework for Understanding Poverty Baytown, TX: RFT Publishing Company, p. 104-105.
http://www.education-world.com/a_admin/admin/admin329.shtml
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/In-School.pdf
Published by Vivian Herron
I am an educator who has experience on the middle and elementary levels. I discovered Associated Content through an associate. View profile
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3 Comments
Post a CommentMy children went to school in the early 80's for the most part. One son was held after school without my knowledge. I paniced when I could not reach him at home. Found him walking with a young man I had never seen before. That grade school did not keep him after school again. I told them they had to bring him home themselves or find another way to discipline him. I suggested cutting grass with a pair of scissors. In school suspension is necessary to my way of thinking as most parents are at work and staying out of school at home is just a joy to any kid, what kind of discipline is that? Schools, parents and students will always have this common problem; what to do with kids that don't or won't behave in a civil way.
Honestly, I don't think the burden here should be on the teacher. Why aren't parents getting involved? Are they even aware their child is in trouble?
Haven't had a kid suspended but have worked with at risk students and your point about not making the connection between cause (behavior) and effect (suspension) is a good one!