Findings
After school activities are one way to foster greater student engagement and a sense of belonging. Several faculty members spoke about programs that were previously offered at CMS, such as 21st Century Learning and Communities in Schools (CIS). Community members mentioned the CMS pool and wondered if it could be used after school or during breaks. No one interviewed was certain about why these programs no longer exist on the campus, although they viewed these and other programs as being important to student engagement.
Principal Crook stated, “Discipline has to be classroom management and a school wide focus. Everyone has to do their part in that particular setting, in that particular situation with discipline in our school.” He continues to explain that discipline forms and suspensions are not effective classroom management skills. However, the effective component is the student-teacher relationship. In interviews, CMS faculty identified discipline as an area of significant concern. Some faculty viewed discipline as inconsistent, and some perceived a disconnect between teachers and administrators. It was expressed that, “Teachers lack the support from administration. But when it comes time to deal with the consequences, there are no consequences, and the kids pick that up real quick. And it spreads like wildfire.”
Faculty and staff at CMS identify discipline as an area of significant concern and interviews reveal different expectations. Administrators, teachers, and most importantly students will benefit when this is addressed.
Principal Crook stated, “Discipline has to be classroom management and a school wide focus. Everyone has to do their part in that particular setting, in that particular situation with discipline in our school.” He continues to explain that discipline forms and suspensions are not effective classroom management skills. However, the effective component is the student-teacher relationship. In interviews, CMS faculty identified discipline as an area of significant concern. Some faculty viewed discipline as inconsistent, and some perceived a disconnect between teachers and administrators. It was expressed that, “Teachers lack the support from administration. But when it comes time to deal with the consequences, there are no consequences, and the kids pick that up real quick. And it spreads like wildfire.”
Faculty and staff at CMS identify discipline as an area of significant concern and interviews reveal different expectations. Administrators, teachers, and most importantly students will benefit when this is addressed.