Public display of affection in schools essay

I had a sense of a teacher scurrying to cover required material, for clearly these urban students, surrounded by miles of asphalt and concrete, could have used some sort of context, some background knowledge, that would have imparted relevance to a concept that must have been wholly unfamiliar. Instead, she had students briefly read in the text about the Tigris and Euphrates rivers. Why, she then asked, did the students think the farming was so good in Mesopotamia? Astutely, a boy began to talk of how the rivers must have flowed over the banks, but she cut him off. Obviously aware of the shortness of time, she directed the students to read a paragraph about irrigation.

Emotional and Social Challenges

She then expanded on the textbook definition, talking about the need to dig ditches and construct canals. No one moved. After class, the teacher was quiet, sullen. She knew things had gone amiss. While the class indeed was a disaster, one must beware of making hasty generalizations based on single visits to classrooms.

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Almost everyone I spoke to, from academic observers to teachers, spoke often with great ambivalence of the importance of test scores. And several LSC members, who are ultimately responsible for evaluating a school, told me that tests such as the Iowa Test of Basic Skills are significant performance indicators—a good way to tell if a school was turning things around.

Whether this is true is highly debatable. Higher test scores mean greater prestige for individual teachers and schools; furthermore, test-induced teaching, because it is typically highly structured, is likely to result in more orderly classrooms. Beyond this, it is important to note that while reform in Chicago has radically altered school governance, it has done little to assist teachers in any direct way.

Class size, with some exceptions, has not been meaningfully reduced, nor do most teachers have additional planning time. Therefore, overburdened teachers are likely to continue to rely on colorless textbooks that provide them with lesson plans, work sheets, and review materials. It is hard to say whether Chicago school reform will, with the dismantling of a mammoth bureaucracy, eventually result in innovative teaching on a widespread scale. Among the more pessimistic observers is recently retired Yale University professor Seymour Sarason, who for almost 30 years has essentially argued—perhaps most compellingly in his book, The Predictable Failure of School Reform —that mandated reform initiatives would not alter teaching and learning, regardless of what was attempted.

This is what bothers me, that the issues people are most concerned with—governance, for example—are but surface issues. He enumerated a number of things that would invariably undermine high-minded reform ideals: limited human and financial resources, battles among factions with varying vested interests, and the simple, ordinary human resistance to change.

But I am the only person who has consistently predicted what would happen to school reform efforts. Let me give you an example I use in all my books. In that minute class period, how many questions do you think will have been asked by children? A little less than two. And teachers will typically ask anywhere from 45 to That is life in the classroom.

And nobody is talking about it. Teachers ask questions and students give answers.


Outstanding principals are hard to find, and while the hope is that weak principals will not have their contracts renewed by the local school councils, it is also highly likely that principals with adroit public relations skills will stay in power, especially if their schools are safe and well-maintained. Alfred Hess, director of the Chicago Panel on Public School Policy and Finance, has followed the intricacies of school reform in Chicago as closely as anyone. The first-rung schools, perhaps the top 25 percent, were beginning to implement meaningful classroom changes.

The bottom tier— another 25 percent—were perhaps sinking into further decline. The middle 50 percent, the mass of schools that would make or break the reform efforts, were still working on issues of governance—How do we control gangs? How do we get the roof fixed? Hess placed Dyett in the middle range; while the school is well-run, its test scores that bugaboo again have not significantly improved. It seems apparent that if schools like Dyett are to excel, it is going to take more than an outstanding principal and dedicated LSC to turn things around, as important as these things are.

It is going to take the one thing that reform movements have continually resisted: a teacher-driven movement in which teachers would strive to reclaim their own classrooms from the tyranny of textbooks and the paradigm of basic skills. As Debbie Walsh of the Chicago Teachers Union told me, reform is less important for what it puts in place than for the obstacles it removes. The reform legislation took the teeth out of the monster in terms of getting decision-making down to the local level. While the union, for instance, is attempting self-reform, the current contract is still over-managerial and overprotective.

I asked Hess if teachers could be compelled to change. But this is explosive on morale.

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Principals are too timid to try. Furthermore, can you really compel teachers to change? Is that how organizations change? Are major industries better off compelling workers to change or retraining them? The whole [Total Quality Management] movement sweeping through the country today deals with the realization that your only real option is to train and retrain workers. The more seriously I thought about Chicago school reform, the more limited its possible accomplishments seemed.

Hess had concluded in his February Midway Report that so far little meaningful classroom change had occurred. He told me that a certain amount of messiness, even anarchy, had to be tolerated in Chicago before one could expect to see real and lasting changes. You have to build a dynamic for change before you can worry about coordinating it. At best, a quarter of our schools are addressing the right problems; these things take time.

At the end of my day at Dyett, I saw the teacher who had had the disastrous social studies class hug another teacher. It was for comfort, I surmised. She spotted me and looked away. I thought of her as I drove out of the city. The concern and affection she expressed for her students was wholly unaffected; she undoubtedly cared for each and every one of her students. So, in fact, did all the teachers and administrators at Dyett.

They maintain close relationships with their students throughout their middle school years, helping them with everything from choosing the right high school to working with them on individual projects. Yet the critical question, whether or not Dyett and schools like Dyett across the nation will utilize the school reform movement to truly change life in the classroom, remains unanswered. Your point is moot. To counter the anonymous poster on the other side at the bottom - I play sports I have a 3.

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I also have a large and growing friend group. And guess what? I hug my girlfriend Every Single Day. Ooh that gets you really riled up doesn't it? That you are completely incorrect in your ridiculous argument. Anonymous poster on the opposite side 2, If your argument is that this is a FREE country so we should limit what people should do, you're being contradictory anyway. Hugging and holding hands is NOT sex.

Anonymous poster on the opposite side 3 just because your schedule does not have conflicts with having a girlfriend, that does not mean others don't have said conflicts. I , being a participant in sports year round, and having to get a job here soon as well as being in drivers ed and having family out of state, rarely have free time.

And at the end you talk about kissing a sister? Your paragraph is a jumbled piece of trash. And finally, the poster I haven't gotten to yet.

Public Display of Affection in Upis Essay - Words

You assume that PDA will effect the amount of time spent working? In what ways? How is holding my girlfriends hand for 4 minutes after every period in any way going to effect my or anyone else's work ethic? The answer is simply, it won't.

Public display of affection

If anything it gives my day a boost and encourages me to work harder. I know I've become better in sports since I've had her to be there for me. So please, take a look at what you're saying before posting everyone. Make the right choice and vote for it not to be banned. People have a right to express their love.

Either by public kissing, holding hands, hugging, kiss on the cheek etc. Now, getting sexual is a bit too far. But why should they be restricted to show their affection for each other? I never understood it.

Theory of education in Plato's « Laws »

Two people should have the right to do so. If you don't like what you're seeing, don't look at it. When I was in school two people were hugging and the school was threatening to separate them. Now that's just taking it too far. They weren't engaging in some sex act in public and that's what schools treat it like.

If you don't like it, don't look at it. You have divine rights in the constitution. One of them being pursuit of happiness. If me kissing my girl makes me happy, I will go to jail before you take that away from me. I will take that court. That's a promise. I can kiss her.