I am doing a final paper on Should Teachers Have the Authority to Remove Disruptive Students from Their Classes Permanently?
what can be possibly a main point.. can defining distruptive be a main point?
Main points to me on the issue:
Who should have the authority? What type of review or hearing should the student receive? What alternatives should be presented to the student?
Let me give you some scenarios.
1) a hyperactive child, not on medication for whatever reason.
2) a child that wears "unusual" hair colors or styles
3) a child with Tourette's Syndrome http://en.wikipedia.org/wiki/Tourette_syndrome or a child with obsessive-compulsive disorders, or with spasms.
4) a child who is immature in relation to his peers.
As for definitions, I would worry more about the meaning of "permanently" more than anything else.
Disruptive behaviour is just one item that classrooms need to address in a classroom management plan. What about doing work when assigned? Will one allow sleeping in class? Sleeping is not usually disruptive.
Finally, an opinion. Teachers should not be allowed to remove, that ought to be done at a higher level. Who has the authority to remove a teacher permanently for behavior...not the student, but a higher level. To me, it is the same issue: establishing and maintaining a safe, effective environment conductive to learning. On the issue of Permanent removal, well, permanent is a long time. There needs to be a heirachy of alternative behavior controls. I don't believe in kicking out a girl from school because she cuts her hair in a Mohawk style, died pink, certainly, not permanently. I don't believer in kicking out students for religious beliefs, or for conduct outside the school, or for gender preferences (Private religious schools do this routinely).
In dealing with young people, one has to recognize that young people experiment with roles in transient styles. Part of this actually helps kids, as it gives them experience in making decisions. We have to draw boundries...I see safety as a big issue, and some disruptions, but usually these are not permanent in nature. Disruptions need to be dealt with as they occur, with a heirachy of responses. Again, Permanent actions are long-lasting.
Student Removal From Class
A teacher may remove a student from class for the following reasons:
Dangerous, disruptive or unruly behavior
Behavior that interferes with the ability of the teacher to teach effectively
Behaviors that violate District policies, rules and expectations outlined in the Student Handbook, or individual classroom rules and expectations of classroom decorum.
Non-disciplinary reasons for removal of a student from class.
then list exapmles for subpoints?
can this also be a main point? Procedures for Removing a Student From Class
and Placement Procedures, Parent/Guardian Notification Procedures
Defining disruptive behavior can certainly be a main point in your paper on whether teachers should have the authority to remove disruptive students permanently. It serves as the foundation for understanding the issue and setting the context for the discussion.
To define disruptive behavior as a main point, you can follow these steps:
1. Research existing literature: Start by researching different definitions and perspectives on disruptive behavior in academic settings. Look for studies, articles, and scholarly sources to gather a comprehensive understanding of the topic.
2. Analyze different definitions: After collecting a range of definitions, analyze and compare them to identify the common elements or criteria that define disruptive behavior. Consider how factors like physical aggression, verbal abuse, constant interruptions, or persistent defiance are typically characterized as disruptive.
3. Identify potential impact: Examine the potential impact of disruptive behavior on the learning environment, the well-being of other students, and the overall educational experience. Consider how disruptive behavior can disrupt classroom instruction, impede student engagement, and affect a teacher's ability to effectively teach the material.
4. Consider differing perspectives: Acknowledge that different individuals might have different interpretations of disruptive behavior. Some might argue that certain behaviors are subjective or culturally influenced, while others might emphasize the need for objective criteria to ensure consistent decision-making.
5. Discuss the challenges of defining disruptive behavior: Acknowledge the potential challenges and limitations in defining disruptive behavior. Reflect on the subjectivity involved in assessing disruptive behavior and the difficulties teachers might face in determining whether a student's behavior meets the criteria for removal.
By defining disruptive behavior as a main point, you can establish a clear understanding of the issue, laying the groundwork for discussing whether teachers should have the authority to permanently remove disruptive students from their classes.