ABRIKIAN ALTERNATIVE DISPUTE resolution practitioner Janilee Abrikian believes the incidence of violence in schools is being exaggerated, arguing instead, that better classroom management by teachers is needed to controlmisbehaviour by student.
"The violence is not as endemic as it appears," comments Mrs. Abrikian, who is the general manager of PALS a not-for-profit organisation. "Much of the acting out behaviour is as a result of poor classroom management skills by teachers," she tells The Sunday Gleaner in expanding on her presentation at a Jamaica Teachers' Association Conference last month. The conference theme was 'Managing Classroom Behaviour: 21st Century Challenges, Approaches and Solutions.'
SEVEN CATEGORIES
In analysing the problems affecting schools, Mrs. Abrikian identifies seven categories in the form of a pyramid, with classroom management skills, including rules and procedures, at the base. Next on the pyramid of challenges in the classroom is problem-solving approaches, cognitive skills training, social skills training and self-management. The general manager of PALS, which stands for Peace and Love in Society, argues that teachers are not effectively managing these first two categories.
"Teachers' skills in dealing with inappropriate student behaviour has to be a major focus in combating unproductive student behaviour," states Abrikian. "The key to successful classroom management is prevention of problems before they start." But this, she notes, is absent from many classrooms where teachers simply kick the problems upwards on the pyramid for others such as parents, guidance counsellors, behaviour specialists and security specialists to handle.
"If teachers minimised disruptive behaviours through effective management skills and adequate instruction, the school community would be better able to address higher-order needs such as personal life issues, emotional and psychological needs, issues related to gang membership, substance abuse and learning needs," posits Abrikian. "The school would also have more time to invest in creating partnerships that would result in creating a safe school."
According to Abrikian, teachers need to adopt more proactive, rather than reactive, classroom management strategies. A proactive teacher, she explains, plans ahead the techniques to be applied in preventing problems from occurring. This approach includes rules, procedures, routines and organising groups.
REVIEWING DISCIPLINE POLICIES
The PALS general manager states that even in orderly schools, discipline problems still arise and in schools that are fraught with disorder and danger, schools have to search for innovative measures to address the problems. While there is no single solution to discipline problems, Abrikian states that there are some broad-based considerations that can be borne in mind when developing and reviewing discipline policies.
Involvement. All affected groups are to be involved in creating the policy.
Statement of the purposes and goals of discipline. Discipline is a basic part of the school curriculum.
Flexibility. Policies need to distinguish between categories of offences and consequences applied accordingly.
Communication. All students, parents and school personnel should be aware of the school's discipline policy and rules, and the consequences of infringment.
Consistent enforcement of rules.
A feedback system is needed to adjust ineffective practices.
According to Abrikian, who is also an educator, the variables that impact on developing a schoolwide discipline policy include the instructional programme; the physical environment; the psychological climate; availability of counselling services; extra-curricular activities; home-school connections; alternatives to punishment; aggression replacement training and dealing with violence.
Since its inception in 1994, many schools have been exposed to varying degrees to the peace education curriculum offered by PALS. While the majority of these schools have been at the primary level, several high schools have been introduced to the programme. PALS is trying to consolidate its intervention in approximately 150 of these schools which comprise approximately 11,700 students and 6,500 teachers across 11 parishes, discloses Abrikian.
Abrikian reveals too that PALS, in collaboration with the Dispute Resolution Foundation, has introduced and institutionalised peace education in Sam Sharpe and St. Joseph's teachers' colleges.
