The above headline is timeless. Some variation of it likely was written in this newspaper back in the "Leave it to Beaver" generation and those that followed.
It's an age-old problem, and one that's not limited to our public schools.
It's also an issue that, like a pendulum, swings from one tactic (office referrals and suspensions) to others. In this case, the Jefferson City School District is experimenting with alternatives such as "quiet rooms" and trying to build relationships with students.
It's similar to the Missouri Department of Corrections' attempt to free prison space while reforming convicts by focusing on "alternative" sentencing. That pendulum, some believe, has swung too far, essentially allowing felons "get-out-of-jail free" cards.
Just like criminal punishment, determining where to strike a balance with school behavior issues is a tricky issue.
JC Schools is trying different strategies, with mixed results. It's latest push, as we most recently reported in our Jan. 19 edition, involves alternatives such as a "four to one" strategy. That means instead of giving one negative reinforcement when a child is struggling, the teacher gives four positive reinforcements when the student acts appropriately because negativity can cause a child to act up more.
In other words: carrot, carrot, carrot, carrot, stick.
Other strategies, such as "Zones of Regulation," mostly involve talking more to the problem student about appropriate behavior.
As planned, the number of office referrals and suspensions have decreased considerably. But that's not necessarily a good thing.
The question is: Have the tactics improved behavior?
The results are mixed. Disruptive conduct has decreased, but disrespect to staff and physical aggression between students have not improved.
A behavior task force of mostly teachers in the district will study the issue starting in March.
We're glad that a task force is being established, and we're glad it will consist primarily of teachers. They're the ones on the front lines. They also are the ones who were up in arms around a decade ago, claiming administrators didn't back them up when it came to behavioral issues and punishment.
To us, the bottom line is this: The district should help the problem students, but only to the point where it starts interfering with the learning of the other students.
Misbehaving students must be pulled out of class, whether they go to a "quiet room" or home to serve suspension.
Programs designed to get them back on track, we believe, are helpful and needed. It's the district's role to do what it can to educate all students in the system.
But let's not give so many resources to the few disruptive students that we're shorting the ones who want to learn.
News Tribune