At Harmony Academy, managing classroom behavior had become a significant challenge. The detention room was often packed with students sent out for disruptive actions; it seemed easier for some to escape into detention rather than engage with difficult assignments they found uninteresting or too challenging. This short-term fix wasn’t serving the long-term needs of the school or its students.
Principal Jamie Rivera recognized the necessity for a more effective solution. Initially, she attempted to train teachers in managing disruptions more efficiently. However, this led to a drain on instructional time as teachers became overburdened, trying to take on counseling roles in addition to their teaching responsibilities.
Rivera’s next initiative proved to be much more effective. Her “push-in” strategy allows teachers to call for immediate assistance in their classrooms when they encounter disruptive behavior. Nine dedicated support staff members are on hand to respond, evaluating the student’s needs directly within the classroom. This approach allows for de-escalation without sacrificing valuable instructional time, enabling students to return to their work promptly. Importantly, no one leaves feeling upset or embarrassed, which can often complicate reintegration into the classroom after being sent out.
Teachers, who already face immense workloads, greatly appreciate the additional support. Having trained personnel available to address behavioral issues allows educators to concentrate on teaching, marking a significant improvement in the overall educational environment. The positive outcomes were almost instantaneous: students understood that they couldn’t simply evade class during tough moments, leading to a decline in disruptive behavior. One English teacher, who previously struggled to motivate students to write even a single paragraph, can now assign engaging projects, resulting in heightened focus and enthusiasm among students.
However, the “push-in” method has also placed additional demands on support staff, who are often counselors and social workers with their own responsibilities. When they receive a call for a “push-in” while working one-on-one with a student in need, they must prioritize the call, potentially leaving their current student unattended, rescheduling sessions, or bringing them along to the classroom.
No system is without its flaws, but with some adjustments, the “push-in” approach could come remarkably close to being ideal. Increased school funding could help hire more support staff, provide additional training, or even designate specific personnel solely for behavioral assistance. However, funding is always a challenge, especially in public education.
Ultimately, the “push-in” method highlights the essential truth that teachers require more resources, and students need more support. When teachers can focus on instruction and students on learning, everyone benefits. Innovative approaches, like those implemented by Principal Rivera, often pave the way for success for both students and educators.
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Summary
Principal Jamie Rivera has implemented a “push-in” strategy at Harmony Academy to effectively address classroom disruptions, allowing support staff to assist without disrupting teaching time. While the approach has proven successful, it also raises challenges for the support staff. With proper adjustments and additional funding, this strategy could significantly enhance the educational experience for both teachers and students.
Keyphrase: comprehensive school strategy
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