The tragedy and injustice of bullying is finally becoming clear to educators, parents, school officials, and state leaders. While new anti-bullying laws, better school policies, and zero-tolerance disciplinary models may be a welcome attempt to ensure that adults begin to more fully address the suffering, humiliation, and social isolation imposed by bullies, in our view, they will not solve these complex problems. We know that all too often such new initiatives in our schools amount to little more than window dressing that fails to address deeper, more systemic problems. Despite all the media attention being paid to bullying, the problem facing schools today is not simply a problem of bad kids (e.g., bullies). Rather, the fundamental issue in schools relates to the overall school climate that encompasses not just bullying and student discipline but the whole relationship of students and adults to school and learning. Adding Nursery Management Software to the mix can have a real benefit.
The issue of bullying is a symptom of larger social, emotional, and systemic educational problems. When educators aim to make their schools safer, more respectful places, it often follows a focus on achieving higher levels of “student compliance.” The underlying belief seems to be, “If those darned kids just did what they were told [by adults] then everything would be okay!” We will challenge this assumption that safer, more respectful schools are simply places with more rules, harsher penalties for violators, fewer behavior problems, and where kids do just as they are told. Of course, rules are important. But we will show how schools that empower students and partner with them to define, assess, and implement what we refer to as respectful teaching and school practices are those that achieve real results for school climate and learning. Do you think Childcare Management System is expensive to run?
There is no doubt the good intentions to improve schools—bullying and harassment prevention programs, school security officers, video cameras in school buses, test preparation programs, diversity training, dropout prevention, lunchroom monitors, curriculum mapping, reading specialists, curriculum consultants . . . There is no shortage of problems in schools (or any place where hundreds or thousands of people are put together day after day, year after year). And for every problem, schools offer a well-intended solution usually involving some new program, policy, or staff position. But like the carnival game of Whac-A-Mole, when a problem is pushed down in one place, a new problem seems to jump up somewhere else. How about purchasing Nursery Software to manage your pre-school setting?
This common and never-ending strategy of identifying individual problems to solve one at a time, exerting our best efforts as wise and experienced adults, hasn’t, as yet, eradicated problems in schools. In fact, our concerted efforts to raise test scores may be exacerbating other problems— narrowing the curriculum, sapping the joy of learning, ignoring developmental needs, lessening time for physical activity, pushing out struggling students, raising stress levels for teachers and students, and instead of valuing the whole child, students can be reduced to mere test results as part of subgroups on the big NCLB scorecard. This approach to using “expert” (read adult) knowledge to try to solve school problems ignores the basics of what we know about human nature and the change process. Endless experience supports the age-old wisdom, you can lead a horse to water but you can’t make it drink—reform imposed from above rarely sticks. In human institutions such as schools, lasting and meaningful change must come from within the school, employing the primary resource schools have—the energy, ideas, expertise, and goodwill of every individual in the school community. I wonder how Preschool Software works in the real world?
Our experience as educators and our research with schools has demonstrated the power of positive school climate to simultaneously improve school safety and academic achievement. In fact, the case we wish to make is that the only way to sustain improvement in academic achievement is to improve school climate and culture for faculty and students in the school. Unless students feel safe at school, feel a sense of belonging, and feel valued in the learning process, it is unlikely we will see students perform anywhere close to their potential. For too long, schools have separated issues related to academic results from those tied to school violence, student relations, and respect. We have found, in our work with schools throughout the nation, that these issues are inextricably linked—improve respect in schools and learning improves. Without respectful and safe schools, the learning environment is compromised. How about Nursery App to run your business?