Padilla, Kimberly Rose G.

July 18, 2013-

BHSTM HRRM 4

 CALIFORNIA | LOCAL
An End to Bullying
April 1, 2001
Re "District Adopts Anti-Bullying Policy," March 15: If this is to succeed, the faculty will have
to give up their godlike aloofness, get down in the trenches with the kids and see for themselves
what is going on. The kids will resent this, but so what? If a victim reports a bully, the only way
to protect him from retaliation is to provide an around-the-clock bodyguard or send him out of
town; otherwise, his tormentor will get to him sooner or later. The adults should get involved in
everything the students do, not just in the classroom.

 Doubting Discrimination
May 04, 2009
STRONG DEFERENCE to the political judgment of lawmakers is a hallmark of judicial
restraint. So it was more than a little jarring last week to hear conservative justices on the
Supreme Court severely question the motives and findings of Congress when it extended a key
voting rights provision three years ago.
The case before the justices centered around Section 5 of the Voting Rights Act of 1965, which
requires certain states -- mostly in the South -- to clear in advance with the Justice Department or
a federal court in Washington any changes to voting procedure. This provision was adopted after
lawmakers became frustrated by repeated attempts by states to circumvent laws meant to
eliminate voting discrimination. Lawmakers originally intended for the provision to lapse after
five years but have extended it three times since then, most recently in 2006 with overwhelming
bipartisan support and with the signature of President George W. Bush.

 Disrespectful Behavior

by Jane Nelsen, Linda Escobar, Kate Ortolano,

Rosalyn Duffy, and Deborah owen-Sohocki

An excerpt from the book Positive Discipline A Teacher's A-Z Guide

Discussion

When a child is disrespectful to teachers or classmates, the first source to consider is the
behavior of the adults in this child's life. Children who aren't treated with respect have no model
for respectful behavior. Joe's parents call each other names, belittle Joe, and sneer when he
objects to anything. When Joe behaves similarly at school, it is unacceptable. Joe needs training,
experience, and examples of respectful behavior.
Self-respect is the other important aspect here. The teacher who passively allows a child to
belittle her or call her names isn't modeling respect for herself. She must tell the child, "I won't
continue to listen to disrespectful language," and then calmly walk away. Please note that the
teacher does not say, "I won't allow you to call me names." The former statement clearly states
what the teacher will do, not what she will try to make the child do or not do. The difference is
critical. With the first response, the teacher shows respect and models self-control without trying
to control the student.

It is likely to produce improved behavior, especially if followed up with a dialogue when both
teacher and student are calm again. Contrast this response to lecturing, blaming, and threatening,
and then decide which response you would prefer if you were the student. For another important
clue to the source of this misbehavior, consider how widespread the displays of disrespect seem
to be. One wise administrator said that if a classroom has two or three problem children, then
there are probably two or three children with problems; if a classroom has five, six, or more
problem children then there may very well be a problem teacher. A wise university professor
stated that all teachers have problems with students. Conversely, all students have problems with
teachers.

Every teacher knows that some classes are more difficult than others. Whatever the situation, a
teacher's best tool is control over his or her own behavior.

- See more at: http://www.positivediscipline.com/articles/disrspct.html#sthash.noqtCa2z.dpuf