At Liberty Academy Middle School, disruptive behavior in the classroom posed a significant challenge. The detention room was often filled with students removed from class due to their actions. Many struggling students found it easier to leave the classroom rather than tackle difficult assignments they weren’t interested in or capable of completing. This approach merely acted as a temporary fix and failed to provide a sustainable solution for both the school and its students.
Principal James Carter recognized the need for a more effective strategy to tackle these issues. Initially, he tried training teachers to manage classroom disruptions, but this often led to wasted instruction time as teachers took on counseling roles, adding to their already heavy workloads.
Carter then implemented a more effective “push-in” system. In this model, teachers can call for assistance when a student is being disruptive. One of the nine support staff members promptly responds, engaging directly with the student to understand their needs. This approach focuses on de-escalation without sacrificing valuable class time, allowing students to re-engage in their work quickly. Importantly, it avoids creating negative feelings that can complicate a student’s return to the classroom after being sent out.
Teachers, who already face considerable challenges, greatly appreciated the added support. By enabling trained staff to address behavioral issues, educators could concentrate on teaching rather than managing disruptions. The results were nearly immediate, with noticeable improvements throughout the school. Students began to understand that they couldn’t simply leave class when faced with difficulties, leading to less disruptive behavior. One English teacher, who previously struggled to get students to write a single paragraph, now assigns captivating projects. The overall engagement and focus of students have significantly increased.
However, the “push-in” system has created additional demands on support staff, who are often counselors and social workers with their own responsibilities. A staff member may be working with one student when they receive a push-in call, creating a dilemma. They must choose between leaving their current student, rescheduling sessions, or bringing the student along to assist in the classroom.
While no system is without its flaws, the “push-in” method is a substantial improvement over traditional in-school suspension techniques. Increased funding for schools could allow for more support staff, enhanced training, or even designated staff members focused solely on providing assistance where it’s needed most. As is well-known, funding for public schools is often limited, and those working within the system are acutely aware of this reality.
Ultimately, the “push-in” method highlights the necessity for more resources for teachers and additional support for students. When educators can focus on teaching and students can receive the help they need, everyone benefits. Innovative approaches, like those employed by Principal Carter, can pave the way toward success for both students and educators.
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In summary, Principal Carter’s “push-in” model provides an effective way to manage classroom disruptions, allowing both teachers and students to thrive in a more focused educational environment.