Reply to Did schools used to have behavioral problems like they do now?

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[quote=Anonymous][quote=Anonymous]The change is the 23 years I've spent at the same school (various grade level and specialist positions). The causes IMO are multi pronged so there is no easy answer. Technology use for sure, but also massively increased focus on minute data points that come from excessive testing and retesting to gather that data. Our small group reading intervention groups do computer testing one day every week--that's a loss of 20% of their instructional time, to gather more data points that don't necessarily improve instruction, because the computer testing is considered more reliable than the teachers' anecdotal records. The entire discipline system schools use relies on rewards rather than the consequences that are sometimes needed, and a misapplication of trauma-based approaches means kids get lots of sympathy but maybe not the boundaries they need. As a result of behavior and the data demands, teachers get burned out, so there's a steady flow of new teachers who have not yet developed strong teaching and management skills. And every instructional choice (at least in Title I schools) is focused on improving student performance on standardized tests. We've neglected writing instruction in my state--because it's not formally assessed and tied to accreditation in elementary schools. Not to mention the cultural changes that influence student behavior, specifically disrespect of peers, adults, and authority figures, a sense that school is not important or relevant, etc.

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I 100% agree about the sympathy without boundaries. The students who have been through trauma benefit the most from caring boundaries and expectations. [/quote]

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