Most, or maybe all, of you were raised with spankings, whippings or paddlings so you take it for granted as a customary and reasonable part of rearing children. I can understand that. Most or all of us who are parents have used physical punishment at times on our children. So why change our custom, or habit, at this time? Why not leave well enough alone?
I can only say that I understand that hesitation, but I ask that you suspend your hesitation for a moment and keep an open mind -- open to change -- as you hear the facts I am about to present.
So why should we end corporal punishment in our school?
ONE It isn’t necessary. There are many proven methods for controlling discipline that do not involve the legal and moral negatives of hitting kids with boards. Teachers in 30 states and in every developed country in the world are educating children and maintaining order in the classroom without hitting kids with boards. Many of the “best” systems in our state have banned the practice. Our own high school has banned it. Our elementary and middle school teachers are just as capable.
TWO Discipline improves when paddling is banned. Studies have proven that it’s an urban myth that discipline deteriorates if we stop paddling. Surveys of school principals taken two to three years after a paddling ban show that nearly all say discipline improved or remained the same. Almost none said it worsened. A study of teachers surveyed before a ban showed that most opposed a ban -- they wanted to keep using paddling. But a year after, the number wanting paddling restored dropped to about half. And two years after a ban almost no teacher at all wanted paddling brought back.
THREE We will more successfully educate kids if they don’t face corporal punishment. All the research studies that have ever been done on school corporal punishment reach the same conclusion: Districts that eliminate corporal punishment have higher graduation rates than districts that use paddling. Non-paddling districts have less school vandalism, and their students do better on national achievement tests.
FOUR We lower our liability risks. While Alabama law gives immunity to teachers and school boards for injuries they inflict on students when disciplining, that does not keep us (meaning you and me), or our teachers, out of federal court. In fact, Alabama’s immunity law increases the likelihood that legal action would go to federal courts. There are several national organizations out there looking for a case right now to take the issue to the U.S. Supreme Court. We don’t want us to be that case. I’ll have more on that in a moment.
FIVE We will set forth a good model for our students of how to handle disagreement. Children imitate us. They learn what they live. When we allow someone bigger and stronger to hit with a board someone smaller and weaker, we are not just expressing disapproval of some behavior, we are also sending a message that might makes right, that it is ok to be physically aggressive, and inflict pain to get your way. That is not a good model for our children, especially when research indicates there are much better ways to handle discipline.
Now, in talking to some of you about this issue, you have made points in favor of keeping the policy as is. I will briefly address some of those points:
• One response I’ve heard is that teachers want to keep it. It is a normal reaction to resist change in our routines, to not want to learn new techniques. Ya know what? Our teachers learn new things every day. They excel at it! On top of that, the nation’s largest teacher union, the National Education Association, has twice gone on record favoring an immediate end to school corporal punishment. So has the National PTA and the National Association of Elementary School Principals. The votes in those groups were not even close. They were overwhelmingly in favor of ending this archaic custom.
• Ms. Kirkman, as an African-American, you told me that in your culture physical punishment is widely accepted. That is true. Studies show that African-Americans are more supportive of using of corporal punishment than other cultures. But African-Americans in leadership positions that deal with children have called for an end to school corporal punishment. These include Marion Wright Edelman of the Children’s Defense Fund, Julian Bond as President of the NAACP, Rev. Jesse Jackson, Dr. Winston Price of the National Medical Association, Marc Morial as President of the National Urban League and many others. African-Americans in respected positions want to lead the path away from physical discipline. I hope you will join them in that leadership.
• The most often-heard comment I hear (by far) is something along the lines of, “I was paddled when I was in school and it worked on me!” Yes, paddling certainly does work on students that are afraid of paddling. But I can tell you that it most certainly did not work on me (I hated school and blame much of that on a 1st grade teacher who humiliated me). It worked on my oldest son, Ben. It never worked on my youngest son. We as a school board must support a discipline policy that is applicable to ALL students including the ones that fear paddling, are beaten at home, witness domestic violence on a daily basis or just could not care less either way.
In conclusion, one common thread that you see at every convention or break-out session we participate in is the use of critical thought and evidence-based reasoning in setting our policies. I have done that. I cannot deny the evidence that I have shared with you today. I urge you to research the issue yourself and take a leadership position on this issue. I intend to ask for a motion to initiate a ban on this practice at our next board meeting. I hope I can count on your support.
Wednesday, August 26, 2009
Tuesday, August 18, 2009
Alabama Law on Abstinance Only
Minimum contents to be included in sex education program or curriculum.
(a) Any program or curriculum in the public schools in Alabama that includes sex education or the human reproductive process shall, as a minimum, include and emphasize the following:
(1) Abstinence from sexual intercourse is the only completely effective protection against unwanted pregnancy, sexually transmitted diseases, and acquired immune deficiency syndrome (AIDS) when transmitted sexually.
(2) Abstinence from sexual intercourse outside of lawful marriage is the expected social standard for unmarried school-age persons.
(b) Course materials and instruction that relate to sexual education or sexually transmitted diseases should be age-appropriate.
(c) Course materials and instruction that relate to sexual education or sexually transmitted diseases should include all of the following elements:
(1) An emphasis on sexual abstinence as the only completely reliable method of avoiding unwanted teenage pregnancy and sexually transmitted diseases.
(2) An emphasis on the importance of self-control and ethical conduct pertaining to sexual behavior.
(3) Statistics based on the latest medical information that indicate the degree of reliability and unreliability of various forms of contraception, while also emphasizing the increase in protection against pregnancy and protection against sexually transmitted diseases, including HIV and AIDS infection, which is afforded by the use of various contraceptive measures.
(4) Information concerning the laws relating to the financial responsibilities associated with pregnancy, childbirth, and child rearing.
(5) Information concerning the laws prohibiting sexual abuse, the need to report such abuse, and the legal options available to victims of sexual abuse.
(6) Information on how to cope with and rebuff unwanted physical and verbal sexual exploitation by other persons.
(7) Psychologically sound methods of resisting unwanted peer pressure.
(8) An emphasis, in a factual manner and from a public health perspective, that homosexuality is not a lifestyle acceptable to the general public and that homosexual conduct is a criminal offense under the laws of the state.
(9) Comprehensive instruction in parenting skills and responsibilities, including the responsibility to pay child support by non-custodial parents, the penalties for non-payment of child support, and the legal and ethical responsibilities of child care and child rearing.
(Acts 1992, No. 92-590, p. 1216, §2.)
(a) Any program or curriculum in the public schools in Alabama that includes sex education or the human reproductive process shall, as a minimum, include and emphasize the following:
(1) Abstinence from sexual intercourse is the only completely effective protection against unwanted pregnancy, sexually transmitted diseases, and acquired immune deficiency syndrome (AIDS) when transmitted sexually.
(2) Abstinence from sexual intercourse outside of lawful marriage is the expected social standard for unmarried school-age persons.
(b) Course materials and instruction that relate to sexual education or sexually transmitted diseases should be age-appropriate.
(c) Course materials and instruction that relate to sexual education or sexually transmitted diseases should include all of the following elements:
(1) An emphasis on sexual abstinence as the only completely reliable method of avoiding unwanted teenage pregnancy and sexually transmitted diseases.
(2) An emphasis on the importance of self-control and ethical conduct pertaining to sexual behavior.
(3) Statistics based on the latest medical information that indicate the degree of reliability and unreliability of various forms of contraception, while also emphasizing the increase in protection against pregnancy and protection against sexually transmitted diseases, including HIV and AIDS infection, which is afforded by the use of various contraceptive measures.
(4) Information concerning the laws relating to the financial responsibilities associated with pregnancy, childbirth, and child rearing.
(5) Information concerning the laws prohibiting sexual abuse, the need to report such abuse, and the legal options available to victims of sexual abuse.
(6) Information on how to cope with and rebuff unwanted physical and verbal sexual exploitation by other persons.
(7) Psychologically sound methods of resisting unwanted peer pressure.
(8) An emphasis, in a factual manner and from a public health perspective, that homosexuality is not a lifestyle acceptable to the general public and that homosexual conduct is a criminal offense under the laws of the state.
(9) Comprehensive instruction in parenting skills and responsibilities, including the responsibility to pay child support by non-custodial parents, the penalties for non-payment of child support, and the legal and ethical responsibilities of child care and child rearing.
(Acts 1992, No. 92-590, p. 1216, §2.)
Tuesday, May 12, 2009
Alabama Antiquyated State Policy on Sex Education
I just received a copy of Alabama policy on sex education. No comment form me. I'm too depressed.
"Minimum contents to be included in sex education program or curriculum.
(a) Any program or curriculum in the public schools in Alabama that includes sex education or the human reproductive process shall, as a minimum, include and emphasize the following:
(1) Abstinence from sexual intercourse is the only completely effective protection against unwanted pregnancy, sexually transmitted diseases, and acquired immune deficiency syndrome (AIDS) when transmitted sexually.
(2) Abstinence from sexual intercourse outside of lawful marriage is the expected social standard for unmarried school-age persons.
(b) Course materials and instruction that relate to sexual education or sexually transmitted diseases should be age-appropriate.
(c) Course materials and instruction that relate to sexual education or sexually transmitted diseases should include all of the following elements:
(1) An emphasis on sexual abstinence as the only completely reliable method of avoiding unwanted teenage pregnancy and sexually transmitted diseases.
(2) An emphasis on the importance of self-control and ethical conduct pertaining to sexual behavior.
(3) Statistics based on the latest medical information that indicate the degree of reliability and unreliability of various forms of contraception, while also emphasizing the increase in protection against pregnancy and protection against sexually transmitted diseases, including HIV and AIDS infection, which is afforded by the use of various contraceptive measures.
(4) Information concerning the laws relating to the financial responsibilities associated with pregnancy, childbirth, and child rearing.
(5) Information concerning the laws prohibiting sexual abuse, the need to report such abuse, and the legal options available to victims of sexual abuse.
(6) Information on how to cope with and rebuff unwanted physical and verbal sexual exploitation by other persons.
(7) Psychologically sound methods of resisting unwanted peer pressure.
(8) An emphasis, in a factual manner and from a public health perspective, that homosexuality is not a lifestyle acceptable to the general public and that homosexual conduct is a criminal offense under the laws of the state.
(9) Comprehensive instruction in parenting skills and responsibilities, including the responsibility to pay child support by non-custodial parents, the penalties for non-payment of child support, and the legal and ethical responsibilities of child care and child rearing.
(Acts 1992, No. 92-590, p. 1216, §2.)
"Minimum contents to be included in sex education program or curriculum.
(a) Any program or curriculum in the public schools in Alabama that includes sex education or the human reproductive process shall, as a minimum, include and emphasize the following:
(1) Abstinence from sexual intercourse is the only completely effective protection against unwanted pregnancy, sexually transmitted diseases, and acquired immune deficiency syndrome (AIDS) when transmitted sexually.
(2) Abstinence from sexual intercourse outside of lawful marriage is the expected social standard for unmarried school-age persons.
(b) Course materials and instruction that relate to sexual education or sexually transmitted diseases should be age-appropriate.
(c) Course materials and instruction that relate to sexual education or sexually transmitted diseases should include all of the following elements:
(1) An emphasis on sexual abstinence as the only completely reliable method of avoiding unwanted teenage pregnancy and sexually transmitted diseases.
(2) An emphasis on the importance of self-control and ethical conduct pertaining to sexual behavior.
(3) Statistics based on the latest medical information that indicate the degree of reliability and unreliability of various forms of contraception, while also emphasizing the increase in protection against pregnancy and protection against sexually transmitted diseases, including HIV and AIDS infection, which is afforded by the use of various contraceptive measures.
(4) Information concerning the laws relating to the financial responsibilities associated with pregnancy, childbirth, and child rearing.
(5) Information concerning the laws prohibiting sexual abuse, the need to report such abuse, and the legal options available to victims of sexual abuse.
(6) Information on how to cope with and rebuff unwanted physical and verbal sexual exploitation by other persons.
(7) Psychologically sound methods of resisting unwanted peer pressure.
(8) An emphasis, in a factual manner and from a public health perspective, that homosexuality is not a lifestyle acceptable to the general public and that homosexual conduct is a criminal offense under the laws of the state.
(9) Comprehensive instruction in parenting skills and responsibilities, including the responsibility to pay child support by non-custodial parents, the penalties for non-payment of child support, and the legal and ethical responsibilities of child care and child rearing.
(Acts 1992, No. 92-590, p. 1216, §2.)
Tuesday, April 7, 2009
Corporal Punishment Update
I mentioned a couple of months ago that I intended to have the issue of corporal punishment addressed.
Well, at a recent board meeting, I made a request to have that policy addressed at the next school board work session. This coming Thursday, the systems' Policy Council will be addressing the policy with (presumably) an intent to eventually present their recommendations to the board.
I've been asked to come and observe this meeting.
THIS is why I got involved. Life doles out very few opportunities to actually make a real, positive difference in the lives of people around you. Each of us may only get a couple of chances to shine the light or reason on primitive notions about reward and punishment.
I think this is one of those opportunities.
The county of Mobile, Alabama, successfully abolished their corporal punishment policy a few years back and made national headlines. Perhaps me opening my mouth on this subject will effect a similar reaction and serve as a catalyst for statewide reform.
How cool would that be!
Well, at a recent board meeting, I made a request to have that policy addressed at the next school board work session. This coming Thursday, the systems' Policy Council will be addressing the policy with (presumably) an intent to eventually present their recommendations to the board.
I've been asked to come and observe this meeting.
THIS is why I got involved. Life doles out very few opportunities to actually make a real, positive difference in the lives of people around you. Each of us may only get a couple of chances to shine the light or reason on primitive notions about reward and punishment.
I think this is one of those opportunities.
The county of Mobile, Alabama, successfully abolished their corporal punishment policy a few years back and made national headlines. Perhaps me opening my mouth on this subject will effect a similar reaction and serve as a catalyst for statewide reform.
How cool would that be!
Fallout II
This is a letter that I never sent. I sometimes write for therapy and this is an example of that. Almost as soon as I started writing it, I knew it would never be sent. The reason? You can't argue with a racist. Their hatred has festered too long. Sending this letter would have only made things worse and painted a political target right smack dab on my forehead.
Racism in all its forms is a disgusting, hateful relic of our primitive history. I am passionately against racism which causes me to react with equal passion when I am accused of it.
So here is my therapy session with myself. Perhaps someone will learn something from it but the cynic in me thinks not.
Mr. (NAME REMOVED),
I read the copy of your letter to Dr. Behrends concerning (a personnel matter). Although I disagree with every point you made in your letter, this letter is not about (employee's) non-renewal. I put a great deal of thought into my decision and it is final. The case will soon come before an impartial judge and the Florence City School Board of Education will abide by the judge’s decision.
I take exception to you calling this process a “high-tech lynching.” I am new to politics and have been shocked at the propensity of people to immediately pull the “race card” whenever any disciplinary action is taken against an African-American. Comparing (the employee's) case to a horrible act of violence is an injustice to the legacy of our African-Americans ancestors who suffered at the hands of stupid, primitive people.
I’m sure I will eventually get used to people like you calling me a racist if I plan to stay in politics. The problem with that is that I don’t want to “get used” to that. If and when an actual case of racism rears its ugly head, I want to recognize it as such instead of being numb to people like you and Mr. (NAME REMOVED) who seem all too willing to use that label every time an African American is reprimanded.
Another statement that that I take issue with is your statement “every controversy around hiring or retention other and Joe Hollis has been directed at African-Americans.” This statement is patently absurd. I am certain you know that, too.
My hope in writing this letter is that you will consider that pulling the race card every time an African American is disciplined is an affront to the injustices and sacrifices that your ancestors endured.
Respectfully,
Jim Fisher
Racism in all its forms is a disgusting, hateful relic of our primitive history. I am passionately against racism which causes me to react with equal passion when I am accused of it.
So here is my therapy session with myself. Perhaps someone will learn something from it but the cynic in me thinks not.
Mr. (NAME REMOVED),
I read the copy of your letter to Dr. Behrends concerning (a personnel matter). Although I disagree with every point you made in your letter, this letter is not about (employee's) non-renewal. I put a great deal of thought into my decision and it is final. The case will soon come before an impartial judge and the Florence City School Board of Education will abide by the judge’s decision.
I take exception to you calling this process a “high-tech lynching.” I am new to politics and have been shocked at the propensity of people to immediately pull the “race card” whenever any disciplinary action is taken against an African-American. Comparing (the employee's) case to a horrible act of violence is an injustice to the legacy of our African-Americans ancestors who suffered at the hands of stupid, primitive people.
I’m sure I will eventually get used to people like you calling me a racist if I plan to stay in politics. The problem with that is that I don’t want to “get used” to that. If and when an actual case of racism rears its ugly head, I want to recognize it as such instead of being numb to people like you and Mr. (NAME REMOVED) who seem all too willing to use that label every time an African American is reprimanded.
Another statement that that I take issue with is your statement “every controversy around hiring or retention other and Joe Hollis has been directed at African-Americans.” This statement is patently absurd. I am certain you know that, too.
My hope in writing this letter is that you will consider that pulling the race card every time an African American is disciplined is an affront to the injustices and sacrifices that your ancestors endured.
Respectfully,
Jim Fisher
Tuesday, March 24, 2009
Firing Fallout
I was asked to vote on whether or not to renew the contract of one of our principals recently (all but one of our principals are on 3-year renewable contracts). It was a controversial decision for some people. Personally, I had no problem with it at all.
Without going into too much detail (if anyone wants to know, the details are a matter of public record) there were many documented reasons for the non-renewal of the principal in question. Any one of those reasons would have gotten any private citizen fired. Despite that, some teachers and private citizens who are still complaining about the decision.
I was disappointed at the people who were so willing to pull out the "race card" over this situation but what really cooked my goose was the fact that so many people are willing to give our school leaders a pass when it comes to educating our kids. Some seem to be willing to settle for something less that the absolute best leadership that money can buy.
Not me. Contrary to popular belief, I was not elected to represent the views of my constituents. I was not elected to base my decisions on popular consensus. I darn sure was not elected to represent the views of the Alabama Education Association. No, I was elected to do my very best to make sure that every child in this school system gets the best education possible.
My fellow board members made such a decision recently. I hope the message to our school leaders is loud and clear: This board will not tolerate anything less than excellence.
Without going into too much detail (if anyone wants to know, the details are a matter of public record) there were many documented reasons for the non-renewal of the principal in question. Any one of those reasons would have gotten any private citizen fired. Despite that, some teachers and private citizens who are still complaining about the decision.
I was disappointed at the people who were so willing to pull out the "race card" over this situation but what really cooked my goose was the fact that so many people are willing to give our school leaders a pass when it comes to educating our kids. Some seem to be willing to settle for something less that the absolute best leadership that money can buy.
Not me. Contrary to popular belief, I was not elected to represent the views of my constituents. I was not elected to base my decisions on popular consensus. I darn sure was not elected to represent the views of the Alabama Education Association. No, I was elected to do my very best to make sure that every child in this school system gets the best education possible.
My fellow board members made such a decision recently. I hope the message to our school leaders is loud and clear: This board will not tolerate anything less than excellence.
Monday, January 19, 2009
Creationsism in a Science Class?
On a national level, the state of Alabama has a horrible reputation for its science standards specified in the Alabama Course of Study: Science (ACOS). The ACOS is used as a foundation for local schools when developing their curriculum. It is my understanding that local school can improve upon the ACOS but must meet the minium requirements specified therein.
According to a state-by-state study of science standards by the Thomas B. Fordam Institute, the state of Alabama received a grade of "F" for our science standards. The study took major points off of Alabama's treatment of one of the cornerstones of modern biology, Charles Darwin's Theory of Evolution.
The National Academy of Sciences recently released a new booklet entitled "Science, Evolution, and Creationism." You can listen to or read a free version of this excellent resource by clicking here.
From their website, "This completely updated edition of the landmark booklet Science and Creationism is written for anyone who wants to learn more about the science of evolution. It provides a succinct overview of the many recent advances from the fossil record, molecular biology, and a new field known as evolutionary-developmental biology that have yielded important, new, and overwhelming evidence for evolution. It makes clear that the study of evolution remains one of the most active, robust, and far-reaching fields in all of modern science." .This booklet is a must-read for anyone who cares about the scientific literacy of Alabama children.
At the end of the day I don't care if our students graduate without knowing their fermions from their bosons, their Australopithecus Afarensis from their Homo Habilis or even their Charles Darwin from their Issac Newton. No, the most valuable thing kids can take from our science classes it is that they develop rational, critical thinking skills and the ability to understand how to reason objectively. That will not happen as long as we allow dogma into the science class.
According to a state-by-state study of science standards by the Thomas B. Fordam Institute, the state of Alabama received a grade of "F" for our science standards. The study took major points off of Alabama's treatment of one of the cornerstones of modern biology, Charles Darwin's Theory of Evolution.
The National Academy of Sciences recently released a new booklet entitled "Science, Evolution, and Creationism." You can listen to or read a free version of this excellent resource by clicking here.
From their website, "This completely updated edition of the landmark booklet Science and Creationism is written for anyone who wants to learn more about the science of evolution. It provides a succinct overview of the many recent advances from the fossil record, molecular biology, and a new field known as evolutionary-developmental biology that have yielded important, new, and overwhelming evidence for evolution. It makes clear that the study of evolution remains one of the most active, robust, and far-reaching fields in all of modern science." .This booklet is a must-read for anyone who cares about the scientific literacy of Alabama children.
At the end of the day I don't care if our students graduate without knowing their fermions from their bosons, their Australopithecus Afarensis from their Homo Habilis or even their Charles Darwin from their Issac Newton. No, the most valuable thing kids can take from our science classes it is that they develop rational, critical thinking skills and the ability to understand how to reason objectively. That will not happen as long as we allow dogma into the science class.
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