Alienated Approach to Teaching?

For one school in Buffalo, New York, students have assigned seating in the cafeteria and face a daily threat of silent lunch. It’s the result of a new, borderline-militant approach to teaching. Reported in The New York Times, officials at Cheektowaga Central Middle School intend to instill responsibility among their students as part of a program known as “positive behavioral interventions and supports.”

“Students are required to keep to the right of the dotted yellow line down the middle of hallways,” writes New York Times reporter Winnie Hu. “They are assigned seats in the cafeteria and must wait for a teacher to call them up to get food. If enough students act up or even litter, they all risk a declaration of ‘silent lunch’ in the cafeteria.”

Students with low grades face even more penalties – unless they can demonstrate signs of weekly improvement, they’re barred from participating in all school activities, including athletic contests, clubs, dances, and plays.

A few teachers and parents are proponents of this style of disciplinary teaching, but so far there has been no overall improvement in classroom grades. Yes, it may motivate students to hand in their homework on time, or even work harder, but are they being motivated for the right reasons? Where is the zealousness for good teaching as a way to encourage student learning? Walking against a dotted line, having assigned seats during lunch time, being served lunch last on line because you forgot your student ID card – all of this is generating alienation within the school system. This presents a grave disservice to our students, creating a negative outlook on school.

For a completely counter-approach to this style, check out: http://www.nea.org/teachexperience/tsklk040621.html

--By Ranee Patel, NEA Today Intern