I appreciate the reflective nature of something like a code of conduct. We need to ask ourselves this simple question: Does it work? When we begin to think about reactions to (or heaven forbid, pre-action to) misbehavior including fighting things begin to change. Here's an example:

For fighting - many teachers have experienced the idea that principals either suspend kids or do nothing. Let's get serious here, doing nothing isn't effective - it sends a strong message to kids that fighting is acceptable and sends an equally strong message to teachers that kids can get away with anything without consequence.

Now lets look at suspension - I don't think that many would agree that it works when we define "works" as reducing fights. It sends a strong message that you will be removed from the school for 1 - 3 - 5 - 10 days. It sends a message to students that administrators have power. It doesn't actually reduce fighting when taken alone.

So, what is one to do? Well, when we only have two words to use (suspension or nothing) in reaction to a fight and both words send strong messages but neither one really works to reduce fighting one must start thinking about new words (and actions tied to those words) that can be used. I think what everyone - students, parents, community members, teachers, para's, cafeteria workers, administrators - can agree on is the need for schools to make a strong statement about fighting. The question is, what words do we use to make that statement? I am not 100% sure I know, and sometimes the word might be suspension (as in the example of causing bodily harm) but as educators we are smart enough to begin having a discussion about other things that can be done when a fight breaks out. We are also smart enough to begin creating different words to describe what needs (yes, NEEDS) to happen if and when a child returns from suspension since just having a conference with the parent (if you are lucky), in my experience, doesn't work very well to curb behavior.

As anyone who reads the blog knows, I am a huge supporter of (heck, I don't think worshiper of might not be too strong:-)) AAA. What I would ask of him now is that when schools start to come up with these new words, new reactions and new pre-actions, we have some support from N. Ave in the form of money and people. For schools that want to reduce suspension beyond simply not entering the data that gets counted, but rather want to have more mental health people, that costs money. For those who want to start more after school programs, or a peer mentoring/mediation program, that costs money and requires other resources. North Ave, and the two remaining "area" offices should not just stand ready to help, but should be actively securing those resources and offering them to schools when those schools are ready. And no, I do NOT mean that these things should be pushed top down for every school - I have seen so much of that over the years and again, in reflection, THAT DOESN"T WORK.

Changing the culture where fists are used to resolve issues takes a lot of time and energy. It's complicated work, but not so complicated that smart educators cannot figure it out, sometimes with assistance and sometimes just on their own. It might seem like it costs a lot up front, but as all of those who understand that schools are cheaper than prisons know, moves like these, expenses like these are far less expensive than waiting to react even later down the road.

Sorry this got to be such a long entry. Thanks for reading to the end.

I think the fundamental problem that needs to be addressed is how we can reconcile the need to make sure that the students who need intervention-type services are receiving those while at the same time balancing issues of students personal responsibility and consistency within the individual buildings.

Broken down, here are my two main issues with the revised code of conduct.

1. While it is easy to suggest, as Sara does at the end of the post, that we can/should pinpoint interventions in a proactive way for students who are going to more pre-disposed to certain infractions, we would be simply overwhelmed with that alone. Calling homes, having conferences with students/parents, team meetings and making strides are only going to take us so far. We have to balance the needs of the kids doing NO wrong with those that are doing wrong. My time is already taxed heavily (and while I am fine with that), it is really incumbent on the schools and the system to make sure the kids who need extra help with their work are getting it and those who need help with discipline are getting that too. But the lines get blurred and we spend most of the time on the discipline component and that is simply unfair to the majority who are doing it right.

2. Part of the responsibility of the school is to be an agent of socialization. We need to teach these children, particularly those that are caught in cycles of un- and underemployment in poverty the tools that are necessary to succeed in professionalized situations. When they fight in rooms, cuss out teachers, come late, and generally commit acts of antisocial behavior and are told that these actions are essentially permissible, we are doing our students a magnificent disservice. The school should be treated as the students de facto workplace. Codes of conduct that apply in the workforce should apply here. While there should be more leniency for them because they are developing intellectually and socially, we have to help them subliminally understand that their actions will NOT go unpunished with severity. You cannot cuss out your boss, come late to work or fight at work. Why are we treating them as such minor offenses if we are teaching them societal mores?

So much more to add, but this is getting long....

David, I am in agreement with much of what you have to say. One of my main complaints is that schools have become like society in general; we ignore the minor crimes and that sends a message that major ones are OK too or will only be treated with a slap on the wrist. I was under the impression last year that we were going to have more "alternative education" options this year to assist in dealing with students who should not be in schools with students who are doing the "right" thing. We do not have enough of these options available and we are courting more and more truant students back into the fold who need additional help also. The majority of the students at my school are doing the right thing--attending classes, doing homework, going to extra help and attacking outside activities. Yet most of my time is spent dealing with the knuckleheads who roam the halls, think it is fun to play hide and seek with staff, cuss out teachers and in general cause trouble. What would be nice is to have the resources available to deal with the problem students without removing services from those who are on the right track. When will this happen? I hope before I retire.

The problem that I see is that a fight is an act of violence, and an act of violence is a criminal offense. With that being said, various strategies should be taken to have the child or children go through a process of mediation first for any fighting in a school.

The Department of Juvenile Services and the BCPSS have not addressed the inappropriate behaviors of the children of Baltimore City for over 20years. Look at the recent incidents at Baby Bookings during the past few weeks. Those are the same children which are students in Baltimore CIty Public Schools.

Try Counseling the students and Parents, then give them consequences which are appropriate for the incident and the crimes committed.

I think that Daniel brings up a good point about the behavior of students at DJS facilities and Baby Booking and in City Schools.

There is a disconnect in the REAL consequences between how a young person's behavior is treated at school and in the criminal justice system. There is systemic inconsistency that leads to an amazing amount of problems, both in school and in the judicial world.

No wonder the kids behave the way they do at DJS facilities. They are rarely punished with any measure of consistency in the schools they sometimes frequent. How can we teach them about how to behave properly if consequences are hollow until its too late and they are in the hands of DJS?

My heart breaks each morning as I enter the cafeteria of my child's (elementary/middle)school. The 6th & 7th graders are exchanging gang signs/handshakes, cursing, intimidating younger students. They don't eat breakfast, but disrupt the lunchroom with their rowdiness, and foul language. We are a very good school as a whole, but there are a few unruly students that destroy the goodness of those students that come to school to learn.

Parent volunteers constantly reprimand these students, only to hear "you are not my mother, you can't tell me what to do, or their favorite response is "f*** you". This behavior carries over into the auditorium for the community opening, and then on to the classroom.

The few in each class then proceed to disturb those that are interested in learning. But, if you sit in the class you begin to realize that the children that are acting out, really don't belong in that class. They can't comprehend the lesson being taught. They are not on reading level, can not write in cursive, can not do calculations, etc., but yet they are in the 6th & 7th grade. What gives?

When students are admitted to a school outside of their zones because of behavior issues, I think that a Principal should be given the right to refuse that student, who comes late every day because of the distance, is already being monitored by the criminal justice system, etc. Why wasn't the school that was configured at central office designated as the one that would be utilized by those students that have criminal behavior, are on house arrest, are constantly fighting/intimidating other students.

Who could better control these types of students than those at central office? The school police office is on site, the CEO and General Williams are on site. What better opportunity for the administration to see what Principals deal with on a day-to-day basis when they are forced to accept unacceptable children outside of their boundaries into their schools.

The Code of Conduct is just a bandaid on a sore that is so infected with disrespectful students and parents. We must remember that this is learned behavior. Our students are disrespectful at home, so they know of no other way to respond to authority than with disrespect. We need to educate the parents of these unruly children on how to act appropriately so that their children will act appropriately.

Time will tell, as we continue to form new schools without first dealing with the problems at hand in the old ones.

The city schools have a new code of student conduct this year.Students who commit violent acts in school must be suspended under the law..I appreciate the reflective nature of something like a code of conduct.This is so good.
Thanks for sharing .