法情

小P也渡老朱来了，看看他开的新帖，真有意思：

http://faqing.org/forum/viewtopic.php?t=5200&highlight=

老黄 wrote:

Lao Zhu wrote: 仔细看我的话，我并不是du（闽南话）您，而是佛家说的“渡”您到彼岸呢！

老黄，
您还说您没有du我。
您帮我说了好多我没说的话，心里也没想过（可能潜意识有，也不知道）
我要您跟我say sorry，不然我气您两天半?
不要上法情三天，或者跟糟，我放生螃蟹的时候，
把功德回向给您，要您天天健健康康、四处奔波弘法。。。睇你死没。
（我的侄儿们都是这样，我一说错做错，他们就捉着我，小叔say soli！！）

Laozhu不理我。。。。

微沁 wrote:Laozhu不理我。。。。

微沁，
好谢谢您的勉励。
我正在慢慢的咀嚼，希望能领悟。

"老黄"写到：小P也渡老朱来了，看看他开的新帖，真有意思。

哇，老黄，你别害我哦！
否则，我会难过两天半? 不敢上法情三天，走路也怕会被放生的螃蟹夹着了脚，坐立不安啊。。。

其实也要谢谢Lao Zhu，无私地与我们分享。
我一直以来都生气自己的学生不懂事，不珍惜学习的机会。。。
然而，是Lao Zhu让我领悟到：我的孩子只是调皮，没有恶意的！
再者，提醒了身为小学老师的我得好好教育孩子们，不让他们走向不该走的路。。。“上所施，下所效”也。。。

开《孩子，你真有趣！》也只是为了勉励自己和大家，不要放弃教育，不要放弃学生。。。
有你有我的路上，我们都不孤单。。。继续吧！

微沁 wrote:Laozhu不理我。。。。

他是这样“衰样”的啦！
我让他看雍正，不给看乾隆，他就去放生螃蟹，祝我身体健康，可以四处奔波。
对您的帖子，他就说要细细品尝，慢慢咀嚼。
但是一看老黄的帖子，未及细看，就说我在du他！
真是！

除了用“可怕”或“恐怖”之字眼来形容当下学生，我们还能做什么呢？

不如先参考专家的意见，再来集思广益吧。

[转贴］
http://www.ericdigests.org/1998-1/overview.htm


An Overview of Strategies To Reduce School Violence. ERIC/CUE Digest No. 115.


Violence among youth, especially in schools, is one of American society's most pressing concerns. It is also a source of controversy. While no recent nationwide study of the real extent of youth violence is available, small-scale and regional studies indicate that youth violence is increasing, at least slightly. In addition, youth, like adults, are now more frequently using guns instead of fists to settle disputes. And, lastly, whereas youth violence had once been thought to be an urban public school problem and a consequence of poverty and family dysfunction, stable suburban and rural communities are now also experiencing it, as are private schools.

However, despite sensational anecdotal media reports suggesting that the public is generally unsafe because of youth lawlessness, it is likely that youth violence is not as pervasive as is feared. In fact, some who spend their workday in schools think that they are among the safest places a child can be. Further, recent surveys indicate that the most prevalent type of youth crime is theft, and the most common types of violence are fist fights, bullying, and shoving matches.

While the public is ready to believe that school violence is ever-present, some local leaders and school administrators are not willing to acknowledge its occurrence on their own watch. Their position is based on the fear that people will boycott communities and schools labeled unsafe, and that they will be blamed for failing to keep the peace. Gang activity at school is particularly susceptible to "the Ostrich syndrome," as administrators may ignore the problem. An unfortunate consequence of such denial is that opportunities to reduce violence are lost.

Finally, there is sometimes a contradiction between school policies and practice. Whereas many districts and schools have comprehensive regulations for dealing with violence, enforcement may be uneven or lax. This creates a situation where teachers do not feel supported when they impose discipline, students do not feel protected, and the violence-prone think they will not be punished. Conversely, administrators express dismay that teachers do not enforce policies in their classrooms.

Despite these inconsistencies, many promising types of anti-violence strategies, focusing on both discipline and social and personal transformation, have been devised by government, communities, and schools. Most have originated in urban areas, where youth violence was first identified. This digest reviews a variety of the policies, programs, and practices to prevent youth violence (which are described more fully in the publications cited at the end), so that local leaders can base decisions about their own efforts on the experience of other communities.

PUBLIC SUPPORT OF VIOLENCE PREVENTION

GOVERNMENT INITIATIVES

Legislation now exists at all levels of government to reduce the availability of guns, particularly the sale of weapons to minors. Weapons offenses are adjudicated more harshly in general, and the practice of trying violent juvenile offenders as adults is growing. Some states now hold parents legally responsible for certain behavior of their children, such as truancy and delinquency.

To deal specifically with violence in schools, President Bill Clinton signed the 1994 Gun-Free Schools Act, mandating a one-year expulsion for students who bring weapons to school and bolstering the "zero tolerance" for weapons policies of some states and school districts already in existence. The Federal government, and most states, also make funds available for prevention activities through anti crime and education legislation. These include anti-gang programs and other very focused prevention education, as well as more general recreational activities.

COMMUNITY INITIATIVES

Community activities frequently focus on breaking family cycles of violence. The most effective are long-term interventions providing a range of family services. They involve the collaborative efforts of religious and recreational organizations; social service, public housing and health agencies; the business community; the schools; and law enforcement agencies. For example, programs in parenting skills and family relationships, particularly those focusing on nonviolent living skills and recovery from substance abuse, can protect children from learning violence at home. Programs in conflict resolution and anger management are similar to those discussed below that are designed for students.

Out-of-school programs (either independently operated or school-sponsored) keep youth constructively engaged when their families are unavailable, and provide them with attention from caring adults and good role models. They also keep youth away from negative influences on the street and television violence. Programs can also offer educational enrichment and assistance with school work, and help participants develop positive values. Those most effective at violence prevention actively pursue the prevention goals of local schools and serve as extensions of school prevention activities.

Helping young people find employment is an important way for communities to reduce property crime and help build adolescents' self-esteem and sense of responsibility. Having a job also helps youth appreciate how important staying in school is to their future career plans.

Community campaigns to supplement school programs against gangs are crucial because gang membership cuts across school lines. In fact, there is gang activity in all 50 states now, and gangs recruit and are active nationwide. Effective anti- gang programs include crisis intervention teams comprised of the police, probation officers, and community leaders; intensive community, family, and youth education programs; alternative youth activities; and a long-term commitment.

SCHOOL DISTRICT AND SCHOOL INITIATIVES

School anti-violence policies and programs run the gamut from general educational improvement efforts to interventions that target specific types of illegal or anti- social behavior. The most effective are directed by a clearly-defined administrative entity, and have line-item budgetary status. They involve parents in a variety of roles and, as appropriate, also draw on community leaders and resources.

OVERALL SCHOOL IMPROVEMENT

In recognition of the fact that student misbehavior (and even gang membership) can be a reaction to ineffective schooling and to feelings of frustration and failure, some districts are restructuring schools to increase student engagement, attendance, and performance. Indeed, school reform programs around the country, especially those requiring strong family involvement, report increased attendance and student satisfaction. Many schools that cannot totally restructure still strive to better meet the education needs of students through more accurate identification of learning disabilities and personal attention. A related reform is downsizing schools, since it has been widely documented that smaller schools have fewer disruptions and incidences of violence.

Schools can also reduce violence by promoting mutual respect among all members of their community, student self-respect, and appreciation for diversity. They demonstrate respect for students through availability of good facilities and resources, such as up-to-date textbooks, laboratories, and computer equipment. It is also believed that the appearance of a school adds to the perception of safety, and that a well cared for school is less susceptible to vandalism and violence. Unfortunately, schools in urban areas, where violence can be a particular problem, are among the most overcrowded and poorly equipped and maintained.

SCHOOL SAFETY POLICIES

Institutionalization of a code of conduct demonstrates a commitment to violence prevention and helps staff and students feel safe. The code should clearly explain school rules and punishments for infractions. A cornerstone of all policies is the Federally-mandated "zero tolerance for guns" provision. Some schools also institute zero tolerance provisions for other types of offenses, such as assaulting a teacher, so that violent students can be removed from regular classrooms. Because some disruptive students might welcome expulsion, many policies assert that the school response to certain specified acts will be legal prosecution.

Policies can be created at three levels: district, school, and classroom. Since there are different concerns at each one, it is reasonable for students to be governed by several complementary policies. Collaborative development by administrators, teachers, parents, and even students, with a review for legal compliance, helps ensure that a policy will be respected and enforced. Periodically reviewing a policy for appropriateness, effectiveness, and completeness maintains its usefulness over time. Copies are given to administrators, teachers, parents, and students. Students may also have the rules explained to them in assembly or a classroom to be sure they understand the purpose of the rules, the parameters of acceptable behavior, and the consequences of infractions.

PREVENTION STRATEGIES

SCHOOL SECURITY.

The most common school security measure is the monitoring of students when they move through the hallways and in places where they congregate, such as restrooms and the cafeteria. School staff members have traditionally served as monitors, but increasingly schools are hiring security guards to patrol the building and to provide security at events. In the most violence-prone areas schools may form partnerships with the police to visit periodically or even to patrol the halls regularly. However, some educators believe that a police presence has a negative impact on teaching and learning and that the need for them is an indication of administrative failure. Others welcome police support but provide special training for dealing with students in a school environment. Probation officers with on- site offices can provide help to students who have already engaged in illegal behavior.

Some schools use parents as monitors and teachers' aides. Doing this is inexpensive and can be an effective deterrent, since students may be more reluctant to behave badly when watched by someone they regularly see in the neighborhood. Further, involving parents gives them a sense of ownership of anti-violence efforts and may help them reconsider their own attitudes about violence.

To keep students from bringing in weapons some schools use metal detectors and others administer systematic or random searches of students' bodies, possessions, and lockers. Since there is a strong relationship between student violence and use and sale of drugs, administrators make special efforts to keep schools drug-free, through both education campaigns and searching.

TEACHER INVOLVEMENT.

To dispel fears and help teachers feel supported, meetings about violence issues are held regularly, possibly as a component of general staff meetings. Administrators provide accurate information about violent occurrences and responses to them, involve faculty members in prevention efforts, and listen to their concerns. Also, teachers' input can be invaluable, since it is common for them to have information about the threat of violence (and, also, gang activities) before administrators do, and to have suggestions for how to deal with it based on personal knowledge of the students.

Training in violence prevention-for ancillary staff such as school bus drivers, as well as teachers-can both make the school safer and help staff feel more secure. Programs can include development of the ability to identify students at risk of anti-social behavior for preventive intervention, to identify and diffuse potential violence, and to deal safely with violence should it erupt. Some staff training covers the same issues that comprise training for students, such as conflict resolution, and it can be effective for staff to participate along with students.

Since at-risk students respond positively to personal attention, teachers can help youth resist violent impulses and the lure of drugs and gangs by offering them extra help with their schoolwork, referrals, informal counseling, or even just a sympathetic ear.