Logo
Donate
Logo
Donate

The Office for Civil Rights Needs to Listen to Teachers Like Me on School Discipline

Feb 5, 2018 12:00:00 AM

by Tynisha Jointer

As a school-based social worker for over eight years, I know firsthand how punitive discipline practices impact students both in the short and long term. In the short term, students are often harshly punished—missing valuable instructional hours and, more often that not, fast-tracked to special education services. I’ve also seen long-term impacts in which students begin to view themselves as bad, aggressive and hopeless. Currently, school discipline policies encourage staff to move from “What’s wrong with this student?” to “What happened to this student?”. Many of our students come to us with traumatic experiences that often manifests in public behaviors. And while traumatic exposure is not an excuse for inappropriate behavior, it can set the stage for a conversation that works to support the whole child. Like all skills, positive behavioral skills also need to be learned. In Chicago Public Schools (CPS), students learn these skills through evidence-based social and emotional learning techniques and restorative practices. Beyond the need for students to learn these skills, [pullquote position="right"]it is imperative that we as educators check our own personal and professional biases[/pullquote] as it relates to the students we serve. While most people come to the profession with the desire to educate children, we often do not consider how our personal experiences shape how we approach children and their families. We may let assumptions, preconceived notions or even ignorance guide our engagement or instruction.

Speaking Truth to School Discipline at the Office for Civil Rights

Right before the new year, I, along with fellow Educators for Excellence, had the chance to share my experience on school discipline guidelines with Candice Jackson, the Acting Assistant Secretary for the U.S. Department of Education’s Office for Civil Rights (OCR). I had 4 minutes—and I poured my heart into each and every second. While I didn't feel like I represented the voice of all Black educators—or all educators for that matter—I was able tell my story, and share my experiences and hopes for how we discipline children of color. I expressed hope that we would one day see the classroom as a shared space for learning and not one for adults to control children. I expressed faith in their leadership to continue to protect students through federal guidelines. Lastly, I shared my greatest hope: that we as adults check our own biases and realize how they impact our work. While I understand that most teachers come into the profession wanting to teach children but as we should know by now you can't teach them if you can't reach them. So I say to you fellow educators, your voice and story matters! As you grow in your profession, be open to having courageous conversations with colleagues and administrators about how we educate children. Reflect on your current practices, challenge yourself to be a student and allow yourself to learn from them. Seek to understand their traumas and adjust your approach accordingly. I know none of this is easy and we may backslide in moments of frustration but you're human and it's OK. Just commit to being your best, and giving your best to your students. At the end of the day, our children are our future. So lets nurture them today.
Photo by @dojobeats, Twenty20-licensed.

Tynisha Jointer

Tynisha Jointer, LCSW, ME.d, is a Chicago native and product of Chicago Public Schools. Jointer is passionate about educating all children, staff and school leaders around developing a holistic approach to support student achievement. Jointer brings an array of experience and expertise having supported students on the ground as a school social worker (in both the charter and traditional public schools), experience working as a social worker in a behavioral health hospital as well as network and district level positions to make positive decisions to support students and staffs across Chicago Public Schools. She recently participated in Education Posts' focus groups, with more than 40 other African-American parents, students and teachers, to talk about the Black experience in America's public schools. These conversations were released as a video series in Getting Real About Education: A Conversation With Black Parents, Teachers and Students.

Leave a Comment

The Feed

Explainers

all explainers

  • Why Math Identity Matters

    Lane Wright

    The story you tell yourself about your own math ability tends to become true. This isn’t some Oprah aphorism about attracting what you want from the universe. Well, I guess it kind of is, but...

  • What's an IEP and How to Ensure Your Child's Needs Are Met?

    Ed Post Staff

    If you have a child with disabilities, you’re not alone: According to the latest data, over 7 million American schoolchildren — 14% of all students ages 3-21 — are classified as eligible for special...

  • Seeking Justice for Black and Brown Children? Focus on the Social Determinants of Health

    Laura Waters

    The fight for educational equity has never been just about schools. The real North Star for this work is providing opportunities for each child to thrive into adulthood. This means that our advocacy...

Support Education Equity

Your donations support the voices who challenge decision makers to provide the learning opportunities all children need to thrive. 

donate
Logo
Brightbeam Logo

Ed Post is the flagship website platform of brightbeam, a 501(c3) network of education activists and influencers demanding a better education and a brighter future for every child.

© 2020–2024 brightbeam. All rights reserved.