Can Whole School Reform Reduce Discipline Problems?

If there are carefully designed implementations put into place, with the emphasis of a positive approach, there is certainly always the potential for improvement. In “Taking Sides, “ by MaryAnn Byrnes there are two opposing parties who dispute whether or not whole school reform can reduce discipline problems. While the ‘NO’ team does present a list of credible challenges, I believe there are some enlightening and instructive ideas offered by the “YES’ team. Howard S. Adelman and Linda Taylor, representing ‘YES’, direct their focus towards the positive social and emotional development, as well as academics. Both Adelman and Taylor agree that disciplined students might become disengaged, unmotivated to continue learning. They go on to advocate for school improvement efforts that seek to identify the reasons for difficult behavior, incorporate positive behavioral supports to minimize the occurrence of undesirable behavior, and ultimately re-engage troubling students, whether or not they have a disability. As mentioned in the Annual Editions, “Educating Children with Exceptionalities” regulating emotions is important for children because it enables them to focus their attention, approach and learn in new situations, and form lasting and sincere friendships. Emotional regulation contributes to the success in the classroom, with one’s peers, and in every aspect of life (Rothbart & Ahadi, 1994). To me, this passage verifies that the fostering of emotional development can and will have encouraging affects on a child’s life, including their attitude and behavior in a school setting. Adelman and Taylor believe that students who are engaged and re-engaged in classroom learning is the key to enhancing and sustaining good behavior. They believe that professionals who conduct pre- or in-service preparations do not generally organize interventions or techniques that educate teachers on how to learn this style of classroom management, though it is a necessity. It is crucial for a teacher to not only know subject content, but to also formulate creative and varying lessons that will engage the students. Ultimately, Adelman and Taylor advocate for major program changes that identify solutions to every day behavior problems that children will commonly exhibit. They both believe that educators should dip deeper into a child’s behavior so that they can identify the core reasons they arise in the first place. In the future, they hope that new program changes promoting social and emotional development will prevent the behaviors from occurring in the first place. As I reflect on all of the information presented by Adelman and Taylor, I most respect their promoting of social and emotional learning by using not only a special curriculum, but also by using ‘natural opportunities” or “teachable moments”. Adelman and Taylor support the aim of leaving no child left behind and believe that their approach is a step in the right direction. I appreciate Adelman and Taylor’s view on discipline, and I too, believe it is possible for whole school reforms to reduce discipline problems.