School Violence

School violence is a very imperative issue of concern as it relates to the educating and the saving of lives of students. Due to the writer being employed at an alternative school and educates students that are sometimes labeled as deviants, the writer felt duty-bound to discuss this topic that is of heart felt agitation. “School violence" can be defined as any act of intimidation, threats, harassment, robbery, vandalism, physical assault such as fights, with or without a weapon (including rape, or other sexual battery), or murder that happens on school grounds or buses going to and from school” (Capozzoli and McVey 11).

According to Reiss & Roth, 1997, violence jeopardizes the intent of the school's mission to be free of aggression against persons or property by way of drugs, weapons, disruptions, bullying and disorderly conduct.
Many of the students who are involved in school violence have not been properly taught how to rationalize or resolve their disagreements or circumstances. As a result of not being able to do what is considered to be the best strategy for resolving differences, they are more likely to seek out a gun or knife, as a means to solving their issues. This sadistic venting of anger; can ultimately; destroy a school and its mission by taking school violence to an entirely new height.

Capazzoli, Thomas K. and R. Steve McVey. Kids Killing Kids: Managing Violence and Gangs in Schools. Boca Raton: St. Lucie Press, 1999.
Reiss, Albert J and Roth, A. Jeffery (1997). Understanding and preventing violence. (pp. 85-115). Washington, DC: National Academy Press.

Teaching Sex Education to Students

Should issues relating to that of abstinence due to pregnancy be the only reason to teach children not to engage in sexual activity?


The writer realizes that this is a very delicate issue for discussion; nevertheless the writer felt a need for such dialogue; due to the number of students that have become and are becoming impregnated at the writer’s school. The writer strongly believes in the teachings of the Bible and does not close the eyes to/condone sex before marriage; neither does the writer condemn those who choose to engage in such behavior before marriage; due to the writer not being one who will do any judging in the final analysis. For this reason, the writer hopes that this topic of discussion will not be taken out of context, impose on beliefs or infringe upon values.
It is the writer’s belief that whether or not the teaching of Sex education to students has in recent years become one of the most significant topics of the church, government and many of those in the field of education. It was once thought that church communities were too, practical in that they are were not seeing the big picture concerning the issue of abstinence, and are simply telling children\people not to have sex before marriage. Many times this was advocated without any valid; other than biblical as to why one shouldn’t. The writer’s faith also teaches this. The writer is in agreement with her faith and, therefore, lives by those beliefs. Yet, the writer believes that for others the concept is not always, so without doubt accepted. As previously stated, the writer does not condemn those whose beliefs are not as such. While, the writer; does believe that the teaching of Sex Education should broaden beyond that of only the teaching of abstinence, due to becoming impregnated. Yet, believes that such discussion explain other factors such as the contracting of diseases (STD’s) that can be acquired as well through such act as well.

Accountability

The writer believes that educators would support the writer’s credence; that education is by far, the most priceless asset an individual could possibly obtain. Education provides a foundational awareness and comprehension people will need to partake in a progressively and evermore changing environment; as it relates to one’s potential entity. It is the writer’s belief that many of those in society, make it seem as though persons who are educated are looked- upon as essential facets to society, rather than a liability. It is the writer’s theory that those societies, also have the preception that having an education means that one has somehow established the bases needed to partake in a more proactive stand in their communities. Also that a solid educational foundation can/will facilitate in identifying other ways of life as well.

The writer for those reasons previously; mentioned agrees with (Linn, 2003) that educational accountability has brought about many changes in education.With this being said, it has now been realized that the long-established approaches in education are being affected as well. The world is without a doubt; moving away from the concept relating to the diverse types of programs a school may have such as; what number of certifications a teacher has, whether or not a school is one of merit, or its number of students in attendance at a school. It is the writer’s belief that a countless number of schools are more tolerant of a learning-based designed school versus the curriculum-based designed. A curriculum-based designed school merely; puts emphasis on the material being presented; rather than what it is that a child should be learning and able to accomplish. It is the writer's understanding that districts are more focused on those assessments for distinction and measurements for accountability. Assessment for excellence is a way for teachers to self-evaluate themselves in how well they are getting the job done (Sanders, 1998). This in particular means of assessment is also used as a modus operandi for which schools measure teacher’s and student’s progress. If by any chance the intended goals are found to be less than that of the achieving bases ever effort is then made to go back and make the required modifications needed to obtain that desired goal. Assessment for accountability is the way others view what the teachers are doing in the classroom (Whitaker, 2004).