INTERNSHIP PRACTICUM REFLECTIVE JOURNAL WEEK 4
ERDISTON TEACHERS’ TRAINING COLLEGE
POSTGRADUATE DIPLOMA IN EDUCATIONAL
LEADERSHIP
DEL 108- ADMINISTRATORS’ CLINICAL
INTERNSHIP
REFLECTIONS WEEK 4
A recent disturbance involving five students
indeed raises significant concerns about the transparency and accountability of
transfer protocols and the safety of our staff and students. The escalation of
aggression, of two recent transfers to my school displaying defiance clearly
demonstrates the need for a more informed approach when accepting students with
behavioural challenges. The brave intervention of a young staff member
highlights the genuine risk teachers face daily, often without knowledge of the
prior conduct or behavioural issues and tendencies of transferred students. I became
deeply concerned because the teacher who volunteered to deescalate the
situation was unaware that one of the transferees had armed himself with a
sharpened pencil while she tried to restrain him. Although it may not have been
intended for use against her, there was no telling what could have happened to
as she struggled to subdue him.
The lack of background information on
transferred students from other institutions, especially regarding behavioural
tendencies, makes it challenging to ensure continuity in addressing students'
needs. Being unaware of past interventions or any support they may have
received previously hinders our ability to proactively manage behaviour, often
leaving us in reactionary positions that can escalate into unsafe situations.
The question of whether our school is viewed
as a place to house difficult children is a legitimate concern. Breeze reported
that disruptive students can be very difficult and sometimes teachers prefer
them to ‘go away and be someone else’s problem.’ She explained that these
difficult students can make us feel ‘out of control,’ fearful, incompetent and
even powerless. When schools transfer students without sharing vital
information on behaviour and prior interventions, it undermines our ability to
create a stable, safe environment for everyone involved. To uphold our school’s
reputation and ensure respect for our staff, it is imperative that we advocate
for a system where thorough transfer protocols are in place. At least, these
should include reports on academic progress, behaviour, and previous
interventions, so we can continue implementing any necessary support measures
and not merely “inherit” the problem without context. It’s also time for us to
have the necessary resources in place where difficult students can get the
professional care that they need outside of regular school. It’s time for a
facility that can accommodate them where the root causes of their behaviours
can be effectively addressed. Simply transferring a student from one school to
another does not address the root problems. It simply represents the transfer
of the problem from one institution to another. Breeze suggested that the
process of helping these students could start by building strong relationships
with them. This can open the door to more restorative efforts that will
effectively deal with difficult behaviours.
Moving forward, our administration should
prioritize advocating for the establishment of protocols that require detailed profiles and behavioural histories of incoming transfers. This would allow us
to work with our Counselling and Guidance Department to create continuity for the students’ well-being while safeguarding our staff and students. We must
champion our school as a place of learning that deserves respect and support
from all educational stakeholders, ensuring that our safety and professional
responsibilities are not compromised.
While we encourage students to embrace new
beginnings and channel their energies towards positive paths, it’s essential to
remember that not everyone may agree with or adapt to this call. We must remain
hopeful for change yet vigilant in safeguarding our staff from any potential
aggression from students. Recognizing the risks involved allows us to ensure
these students receive the support necessary for positive change, particularly
after addressing the root causes of their negative behaviours.
In this process, a strict code of
confidentiality is crucial. It might not be necessary for everyone to receive
this information. This ensures that sensitive information is handled with care
and never misused, preventing students from facing discrimination or harm due
to past offenses. In doing so, we foster an environment conducive to growth,
respect, and genuine rehabilitation.
References
[TEDx Talks. Debbie Breeze]. (2017, December 5). What can we do with
disruptive children? [Video]. Youtube.com.https://www.youtube.com/watch?v=lXSJKIRpmHs
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