At Riverside Academic Middle School, disruptive behavior in classrooms had become a significant concern. The detention room, often filled with students sent out for misbehavior, was a temporary fix rather than a solution. Many students found it easier to escape challenging tasks by causing disruptions, leading to a cycle of disengagement. Principal David Thompson recognized that a more effective strategy was needed to address these issues.
Initially, Thompson attempted to equip teachers with training to better manage disruptions. However, this approach resulted in teachers spending valuable class time acting as counselors, adding to their already heavy workloads. The need for a more sustainable solution became evident.
Thompson then introduced a “push-in” model, allowing teachers to call for assistance from specialized support staff when disruptive behaviors arise. One of the nine dedicated staff members responds directly to the classroom. They assess the situation and engage with the student to address their needs, focusing on de-escalation. This approach allows teachers to maintain instructional time while facilitating quicker reintegration for students, minimizing the potential for damaged feelings or egos that can complicate their return.
Teachers, who already face demanding roles, welcomed the additional support in their classrooms. This shift has led to noticeable improvements throughout the school. Students realize that they cannot simply leave the classroom to avoid difficult tasks, reducing the frequency of disruptive behaviors. One English teacher, who previously struggled to motivate students to write a single paragraph, can now assign engaging and creative projects. As a result, students are more focused and enthusiastic about learning.
However, the “push-in” strategy has also placed a considerable burden on support staff, including counselors and social workers who juggle multiple responsibilities. When a call for “push-in” assistance comes in, it often requires these staff members to leave their current students, reschedule sessions, or even bring them along to address classroom situations.
While no system is without its flaws, the “push-in” approach is a marked improvement over traditional in-school suspensions. Increased funding for education could alleviate some of the pressures on support staff by enabling schools to hire more personnel or provide specialized training. Unfortunately, as many in the public education system know too well, finding additional resources is often a challenge.
The success of the “push-in” model underscores the necessity for more resources for teachers and greater support for students. When educators can concentrate on teaching and pupils can focus on learning, the benefits are substantial. Principal Thompson’s innovative thinking exemplifies how out-of-the-box solutions can pave the way for success for both students and teachers alike.
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In summary, Principal David Thompson’s “push-in” method at Riverside Academic Middle School demonstrates a proactive approach to managing classroom disruptions, fostering a better learning environment through collaboration and support.