Is Giving Zeros as an Academic Measurement Ethical?          Unfortunately few educators or parents question the validity or usefulness of the practice, and students continue to reap the consequences without benefit. Is Giving Zeros as an Academic Measurement Ethical?
	Unfortunately few educators or parents question the validity or usefulness of the practice, and students continue to reap the consequences without benefit.
Character Education: Is it Enough? As parents and schools are trying to teach self-discipline and controlled delayed gratification, our culture works against them.   America Needs Safer Schools After several years of students killing students on school property, many Americans understand the need for safer schools. The Maze of Life A word of inspiration. Bullying in Today's Schools The shocking increase in school violence and campus shootings has encouraged societies all over the world to consider bullying as a serious problem needing to be resolved A Critical Analysis Of Psalms 15:1-3 Biblical perspective on slander, put-downs and slams. A Christian’s desire is to dwell in God’s presence and remain in his favor. This chapter clearly sets a standard of conduct that God requires of us to maintain the right fellowship with our Heavenly Father.
	.

 

 

 

IS GIVING ZEROS AS AN ACADEMIC MEASUREMENT ETHICAL?

By Elderine Wyrick

Most teachers and parents consider a grade of zero acceptable for noncompliance of homework. It is common for instructors to give zeros for late or incomplete assignments. Unfortunately, few educators or parents question the validity or usefulness of the practice, and students continue to reap the consequences without benefit. Giving zeros as an academic measurement is inequitable and produces failure rather than performance.

Administrators discovered that raising questions about grading procedures could induce powerful emotional responses from teachers. Many teachers resent directives regarding their grading procedures. Even when school policies exist, teachers often deviate from the prescribed standard to reflect the teacher's personal preferences for evaluating students. Grading policies usually develop from teachers' personal school experiences without questioning or considering the validity of the process (Friedman 1998).    

Most educators agree that grades are a measurement of learning and should reflect academic achievement. However, many grading policies promise zeros for things like not doing homework, having incomplete or late assignments, being tardy, coming to class without books, chewing gum, or failing to follow through with any other required classroom detail. Unfortunately, many instructors combine behavior issues with a students' academic measurement. Giving zeros for behavior issues is an inaccurate reflection of the student's academic performance. Academic measurement should only measure learning. Behavior management policies should govern conduct (Dockery 1995, Friedman 1998, Page 2002).

A zero is a mathematically imbalanced measurement. Letter grades usually have a ten (10) point range or less. For instance, A = 90-100, B = 80-89, C = 70-79, D = 60-69. Using this model, a uniform evaluation for an “F” should be F = 50-59. It is not equitable for the “F” to carry 59 points (0-59) while all other grades carry 10 points. An “A” averaged with an “F” should make a “C.” However, if the “A” is 100 and the “F” is 0, averaged they equal a 50 which is still an “F” (Dockery 1995, Page 2002).  

Teachers usually use zeros to motivate students to do better. However, zeros kill motivation. Two zeros, whether just or unjust, can destroy a good average.  Zeros produce discouragement and certain failure for those lacking self-discipline and parental support (Dockery 1995). Parents of ADHD students report that much of their child's homework is completed but the student fails to give it to the teacher. Many students fail courses due to a lack of organizational abilities rather than defiance or laziness (VanDeWeghe 2004, Christian 2004). When teachers give zeros for homework assigned for extra practice rather than for academic evaluation, they are using grades as a behavior management tool. Recording a failing grade for assignments not intended for academic evaluation is not reasonable. Assigning zeros for homework issues is especially inequitable for students with organizational issues and dysfunctional homes that lack parental support.

The grade of a zero does not benefit the advancement of a child's education. Students through either laziness or avoidance, take zeros as an easy way out of doing the assignment. Students often avoid assignments like research papers, essays, and reports by taking a zero instead of doing the work. The student barely passes to the next grade without having gained these vital learning experiences. Students with organizational problems do not increase performance skills through the automatic zero. Neither does the automatic zero help students who do not understand the assignment gain the knowledge intended. In fact, the automatic zero threatens failure and produces discouragement.

Teachers need to use logical consequences rather than a grade reduction when work is not completed or responsibilities are not fulfilled. There are several possible alternatives to giving a zero.  

• The school can include tardiness and other behavior issues in the discipline policy rather than in the grading system.  
• If the teacher must give a failing grade, give a grade no more than ten points lower than the last passing grade to make the measurement equitable.  
• The teacher can have a voluntary or involuntary homework detention hall after school to help those who struggle with completing assignments.  
• The student receives a grade of incomplete until the student completes major assignments such as research papers, essays, and reports. These assignments are imperative to the student's education. If the work remains undone, students can be sent to In-House Suspension to complete these major projects. The final average for the term is recorded only when the assignments are received and graded. The student cannot earn credit for the course until these valuable assignments are fulfilled. A minimal passing grade would be appropriate for extremely late assignments.  Completing the work is valuable and students should  complete the assignments.
• Administrators can create make-up sessions as part of the school calendar for each grading term that becomes required for those with incomplete work. Students who have completed their work can either have the day off or attend a field trip or special assembly.  
• School wide grading policies should govern grading procedures for assignments, tests, and homework. The teacher's guidelines should include a no-zero policy.
• Teachers can be encouraged to inform parents of expected homework assignments and to offer support to families struggling with time management and organization.
• Parenting classes can be offered to discuss homework and test preparation strategies.
• The teacher should be reasonable about homework. Many homework assignments are for practice such as writing spelling words three times. Rather than assign a grade for practice assignments, teachers can record the lack of performance and give a discipline response after the offense is repeated three or four times.  
• A school-wide agenda can be used for recording assignments. Agendas teach organizational skills and gives a uniform procedure that helps students build organizational skills

For many years teachers have followed grading procedures learned from their teachers without evaluating their effectiveness or appropriateness. Grades should measure academic learning. Receiving a zero for not putting your name on a paper or failing to do homework does not reflect a student's lack of knowledge. Such issues are behavior responses not academic. Zeros promote failure rather than the student gaining more knowledge. Three 100's averaged with one zero gives a score of 75. The zero forces failure and is not an evenhanded measurement of learning. Anything that is inequitable is unjust. If it is unjust, it is unethical. Therefore, giving zeros as an academic measurement is unethical.

 Works Cited

Dockery, E. Ray. 1995.  “Better grading practices.” The Education Digest 60:5 (January) 34-36.

Friedman, Stephen J. 1998. “Grading teacher's grading policies.” National  Association of Secondary School Principals, NASSP Bulletin.  Reston: 82:597 (April) 77-83.

Page, Bill. 2002.  “Improving classroom grading procedures.” Teachers Net Gazette. Electronic website: http://teachers.net/gazette/MAY02/page.html.

 Christian ADHD Alternative Treatment List.  2003 “School Woes.” ADHD of the Christian Kind. Electronic website: http://www.christianadhd.com/schoolwoes.html

 VanDeWeghe, Rick. 2004.  “Research Matters.” English Journal. (High School Edition). Urbana: 93:4 (March) 76-80.

 © 2005, Elderine Wyrick

 BACK TO ARTICLE LIST



CHARACTER EDUCATION:  IS IT ENOUGH?

By Elderine Wyrick

School shootings and violence escalated in the 1990's.  As a result of these shocking events, professionals began to reevaluate modern educational philosophy and trends in public school education. Children were killing children in public places.  Parents, seemingly, were not training character at home.  School leaders throughout the United States realized the need for training students in basic morals and establishing a standard of correct behavior as a good citizen.  Consequently, by 1996, the need for character training, discussed by some as early as 1988, came to the forefront in many public systems.  

Since the 1960's, in an effort to produce a non-religious, amoral education for all groups, the public system began to omit any forms of Christianity or “right and wrong” teaching.   Child psychologists promoted children's rights, and instructed new parents to:

Lay off the discipline; let toddlers express themselves and give kids some “space” … Don't snoop in  your kids' belongings or cross-examine them about their friends and whereabouts (Eakman 2001, 3087)".

Behavioral therapists suggested that youngsters needed to be told their work was great, even when it wasn't. They began to promote day care as the best alternative for preschool children's social and school readiness training.  Many specialists labeled spankings as a form of child abuse.  School systems and professionals questioned the ability, authority and rights of parents to train their own children.  Schools instructed their staff to be on alert for victims of parent abuse and to intervene.  Many parents became confused, felt inadequate, insecure, and disarmed.  Their learned model of parenting became objectionable. Everything they valued and knew was questioned and deemed unacceptable.  Their foundation of morals built by their parents was destroyed by the professionals.   Their teenage children, also convinced of their parents' inability to train correctly, refused much of the guidance or discipline offered at home.  Thus, the children became independent, belligerent, and self-serving.  The children's immaturity and lack of morals led them to act out their feelings even if it meant shooting your parents or teachers.   

In 1994, the Josephson Institute of Ethics called for schools to promote the character traits of trustworthiness, respect, responsibility, fairness, caring and citizenship (Etzioni 1994, 18).  The adoption of character education was slow at first.  Then with repeated school shootings in the late 1990's, schools systems throughout the states began to implement character education plans.  With increased security, stronger behavior guidelines, and implementing character education in the curriculum, schools have seen improvement.  But is it enough?

Character development involves all of society, not just the school or home.  As parents and schools are trying to teach self-discipline and controlled delayed gratification, our culture works against them.  The marketing culture encourages instant gratification. Videos and music lyrics encourage self-indulgence, dissatisfaction, and rebellion.  The media promotes a free lifestyle of sexual promiscuity and violence. The political culture presents backbiting, slander, and character assassination as a norm.  The popular culture is bent on pursuing the dream, climbing the ladder, gaining material things and suggests that the means are justified by the end result.  Reality TV promotes the philosophy of the survival of the fittest.  Course language has become a norm in our everyday society.  Rudeness has become cute and entertaining (Stewart 2000, 31).  

The challenge of public school training moral character stems from having no common foundation to build upon. How can a public system teach moral character from an amoral perspective?  On what authority will they teach it?  On what basis will children be convinced to turn from their self-serving agendas to serving their fellowman? What benefit is there in responsibility, trustworthiness and fairness when the people succeeding in life are in news media reports revealing their schemes that brought them success?  

Morality is a heart issue.  Caring for your fellowman must be more than a decision; it must become a personal conviction.  Responsibility, respect, and good citizenship must be based on a moral foundation.  In the past, families, religious institutions, government and culture provided that foundation.  Once again our society must strive to teach citizens, not just school children, the needed character guidelines and the reasons for morality. Our media and entertainment industry should be encouraged to support those foundational beliefs.  The new faith based initiative should be embraced by the people, and churches should again take an important role in society through serving their fellowman and teaching moral values.

Teacher character education in the public schools is a step in the right direction, but it is only a beginning.  Our society must find a firm foundation to build upon.  We need a foundation based upon mutual respect and service one to another. Without that foundation, we are vulnerable to moral collapse when the next wave of rash philosophies surface.

Works Cited  

Eakman, Beverly K.  “The Perfect Crime.” Vital Speeches of the Day 67, I10 (1 March 2001):304-320.

Etzioni, Amitai.  “U.S. Schools Rediscover the Virtue of Virtues.”  Insight on the News 10, no. 52 (26 December 1994):18-20.

Stewart, Mark.  “Restoring Civility.”  Insight on the News 16, i44 (27 November 2000):30-32.

 

 

 

© 2001, Elderine Wyrick

 

 

 

 BACK TO ARTICLE LIST

 

AMERICA NEEDS SAFER SCHOOLS

Written by Elderine Wyrick 2001

After several years of students killing students on school property, many Americans understand the need for safer schools.  Academic performances plunge downward when the classroom atmosphere is frightening, hostile and/or chaotic.  Although some object to isolating troubled children from peers, student selection is imperative for a secure educational setting.  Firm boundaries and consistently enforced rules help to maintain order.  These rules should include training children to respect and honor their classmates, and to consider one another's feelings.  As American educators and parents work together to bring safety back to the schools, academic performance will drastically improve.

Getting a free public education for each child is an American right.  This statement is true, but nothing is totally free.  Someone always has to pay.  Property owners pay school taxes, and business owners pay to re-train students who leave high school unprepared to become responsible, productive citizens.  In fact, our whole society pays by reaping young adults who expect everything to be given to them without carrying any responsibility for the gift.  Cause and effect is a reality.  Much of the cause of social problems--workers that do not work and parents that do not parent and students that do not obey--is the philosophy of rights rather than responsibilities.  

It is time that schools limit their student body to those who follow the rules.  Students who refuse to follow the rules, to honor their teachers and classmates, or to respect school property should lose the privilege (or right) to attend the mainstream free public system.  Peer pressure is powerful.  The mix of the group affects academic performance.  For the good of the whole, problem students should be placed in alternative educational settings. Students with a long history of behavior problems do not become good by being around well-behaved students. Instead, many formerly well-behaved students will begin to act out if the bully is allowed to influence them. However, students with behavior difficulties are not to be discarded.  They should be isolated in small groups and given behavior modification training for the purpose of salvaging them as citizens before they become hardened in their ways.  

An organization called Tough Love has tremendous success stories of reclaiming out-of-control kids by setting strong boundaries and enforcing promised consequences.  Life is not a “bowl of cherries.”  It is tough. Educators need to take a stand for the children who want to learn and give them a safe and peaceful school by removing students who hinder the learning process.  

“The American Justice Department says that this month one out of every four kids will be abused by another youth (Noll 1993).”  That abuse includes the following:

• PHYSICAL ABUSE:  pushing, tripping, slapping, hitting, wrestling, choking, kicking, biting, stealing, and breaking things.
• EMOTIONAL ABUSE:  making someone feel small, self-conscious, embarrassed, confused, or emotionally hurt
• VERBAL ABUSE:  name calling, twisting someone's words, making jokes at other's expense.
• MENTAL ABUSE:  control tactics, entrapment, mocking (Noll 1993).

Negative peer treatment can be curtailed greatly by implementing a school-wide discipline policy with predetermined consequences.  The policy must be easily understood and consistently enforced.  Teamwork between administrators, teachers, and parents can affect student's lives with the positive message, “It pays to do what is right.  Negative consequences are not worth the fun of doing wrong.”  Rules will work if the policy is implemented and enforced throughout the school.  Students who refuse to follow the rules should lose the privilege of attending mainstream classes until their behavior is under control.  Teachers cannot concentrate on teaching if their classrooms are out of control, and students cannot concentrate on education if they are constantly trying to protect themselves from bullies.  It is time to take our schools back from poorly behaved students.  

There are two important rules that need to be included in a school-wide discipline policy.  The first rule should state that both teachers and students should respect one another.  The second rule declares that put-downs and bullying will not be tolerated.   Put downs and bullying are rude and unkind.  Society as a whole should train children not to be rude or unkind.  These two rules enforce common courtesy and good citizenship.  

Teachers should also be encouraged to watch their words.  Negative words are detrimental.  Today's society has learned rudeness from television, leaders, classmates, and families.  Schools need to set limits on what is appropriate and not appropriate to say in school for both teachers and students.  Schools should not imprison students in classrooms and hallways filled with verbal and physical abuse.  It is time that administrators and educators take control of the bullies and move schools out of the war zone into a learning zone free from chaos and name calling.  

Character can be learned at any age.  Students can be taught to respect and honor their fellowman even when they do not completely agree with one another.  Respect for life and diversity allows students to study together and grow together.  It also prepares them to work as team members in the adult world.  Students need to learn how to care about people even when they disagree with that person's opinions.  Learning to prefer the other person brings harmony to society.  Character is maturing past the self-centeredness of childhood into a caring, concerned, and involved citizen.  

Our society longs for better schools and safer campuses.  These goals are not unattainable if schools are willing to reconsider some regulations and policies.  Without the privilege of selecting students who cooperate and are willing to learn, the classroom becomes a battlefield where the teachers are outnumbered and often don't win. Until school systems seriously implement strong discipline codes and consistently enforce them, our children's achievement scores will continue to decline.  It is time to set limits on what can and cannot be said in school.  It is time to correct the bullies, and to free their victims.  When administrators, teachers and parents become united in the purpose of teaching responsibility instead of rights, schools will become a safer place and academic performance will increase.  

 

 

 

© 2001, Elderine Wyrick

 

 

 

 BACK TO ARTICLE LIST

 

The Maze of Life

by Elderine Wyrick

You are not sure how you got here, but you are here. The path is narrow. The dimly lit corridor stretches before you offering hope of freedom and dread of things to come. Spots of light create hope, yet the shadows of exaggeration and distortion bring confusion. As your hands grope along the wall, you know there is an opening. There is a way through. You take your next step. The floor slightly collapses causing you to grab the wall for support. The lights go out. You stand still and wait for the light. Frustration, fear, panic, and hopelessness try to control you. You begin to doubt your reality. What is true anyway? Then the lights gradually come back up bringing things into focus. Hope builds and you begin to move forward again. Good, you see a turn in the path. You are making progress. The lights begin to dim again. You prepare to make the turn but there is a wall. There is no opening! There is only wall—no door. You can’t find the door! “God help me!” you scream. 

“Be still.” You hear a voice. “Be still, and I will lead you!” You continue to spread your hands over the wall in silence trying to make sense of it all. 

“Help me,” You finally whisper. “I can’t find the door.” The light increases. Your eyes began to focus again.

“Look up,” You hear the whisper. “Look up for your answer.”

There it is! You push the button and the wall miraculously opens. A lighted path is in front of you. You are finally on your way again. Your steps become more confident. You are no longer alone. You now have “the voice” to lead you—and you have light. Every part of you is aware that you are not alone. You can now see a short distance in front of you. Things are clearer. You begin to gain speed. Each step is not quite so cautious. The light gives you confidence and direction. You are finally moving forward. Then the light begins to dim again. Darkness envelopes the tunnel and the shadows return. “Where did you go?” You cry out into the darkness. “Don’t leave me in the dark!”

“Don’t panic. I will lead you with my voice through the dark times.” His reassuring tone calms you. “There will be light again, but learn to trust me through the darkness. Make a slight turn to right. Remember you are not alone.” 

“Others have conquered the maze. It is your turn.” You tell yourself, “Don’t be a quitter. You can do this! Keep going! Trust the voice. He’s your guide.” You move slowly to the right and find a door. It opens! Ah, light again. However, this light is creating shadows. The shadows are overwhelming. Everything seems to be moving at once. Watching the shadows, you look out into the darkness. Fear begins to take control. Nothing is focused. Nothing is clearly understood. “Help me,” You whisper. “Show me the way through.”

“Keep your eyes on the light,” the voice instructed. “Keep going forward. Concentrate on the light, not the shadows.”

You turn toward the light again and refocus. As your eyes adjust, you see a wall full of doors. “But there are so many doors!” you exclaim. “Which door is the right one?” 

“Push on every door.” He instructed. “The right one will open. I will never leave you, so do not be afraid. Keep going. You can do this.”

There are so many locked doors. You almost give up, but wait, this one seems to be opening. You cautiously push the door forward and then you see a wonderfully lit corridor filled with gentle music and colorful lights. Finally, you are enjoying the maze. This room is comfortable. The walls are not so narrow; there is a lounge chair and even a book to read. Things are finally working out for you. You stretch your legs out as you sink into the recliner. You lean back with the book provided and take a quiet respite. 

After a short time of rest, you hear the voice, “It’s time to move on. There’s still more maze ahead.” 

You become frustrated. It is comfortable here. You do not really need another challenge. “Why can’t I just stay here? I’m finally comfortable. My needs are met. Why should I continue to go forward?” you ask.

“There’s a prize at the end of the maze.” He reminded. “Winners finish the maze. Are you coming?”

You don’t want to be accused of quitting. Reluctantly, you pull yourself out of the easy chair and walk down the next corridor. As you suspected, things begin to grow dimmer and dimmer. You try to look back but your comfort room is no longer there. There is no going back. You realize that the only way out is forward.

Oh no! Another dead end. Suddenly the light disappears. You have been here before—no need to panic. You decide to ask for help. “Which way now?” you ask confidently. No answer. “Hey, where did you go? You promised to lead me!” Still no answer. The darkness seems even darker now. “Do I stand still and wait for an answer or should I try to go forward without the voice?” you ask yourself. You decide to try to find it yourself. “There’s probably another button like before,” you reason. Your hands grope the wall above your head. You find nothing. You try the other wall—nothing. You turn to the third wall and there it is.  It’s a little lower than the other button, but you push it. The floor begins to crumble. It’s like quick sand. Oh, no! You are sinking fast. You struggle to get your feet lose from the enveloping pit, but you just sink faster. “Help me,” you cry. “Save me!” 

Suddenly you feel solid ground under your feet again. No more sinking. “Why didn’t you wait for me?” the voice asked. “Didn’t I tell you I would guide you? I promised I would never leave you. Learn to trust me. Learn to be still and know that I am working everything out for your good. Wait patiently on me, and I will bring you through the maze successfully. I know the right path for you. I understand the maze.”

With resolution and determination, you begin the trip again. You grow more aware of the presence of the voice even when you’re not hearing it. You now know you are not alone even when things are silent. Trust grows and you relax. Your fears turn to dependency. Life becomes simpler—not in your circumstances but in your perception. You begin to trust the voice enough not to worry about the next corridor. Hasn’t He been faithful? Hasn’t He promised to be faithful? Why should you doubt? He will lead you to the end of the maze. After that is your great reward! You continue on your journey following the voice—wiser and more trusting.  You understand now, the only direction is forward.  Nothing exists behind you.  You must keep walking forward until you win the prize.  Only the voice knows where the path leads and how many trials lay ahead, but He has promised to lead you through it all. 

 

NOTES ON “THE MAZE OF LIFE”

1. Life is always going forward. You cannot go backward.  There’s nothing there. It is gone forever.
2. There is no “reverse” in life, but sometimes we go in circles.
3. Must adjust our direction as we move forward to change destiny.
4. Repentance is making a U-turn—a forward motion.
5. Our spiritual walk is always a forward motion.
6. Don’t look back! Look up!
7. Gain strength from God and follow Him to new depths or heights.
8. Let Him pull you out of miry pits, clean you up, and set your path straight.
9. God can lead you out of
· Depression
· Pain
· Disappointment
· Grief
· Sin
· Hopelessness
· Addiction
· Anger
· Unforgiveness
10. Repentance is a daily thing. Permit God to change your direction.
11. God will be your light in the midst of darkness.
12. His voice will be your guide when the light becomes dim.
13. His presence will be your comfort when there is no light or voice.
14. Concentrate on the light rather than the darkness.
15. Put your eyes on Him.

He calls us, “Come, follow Me!” Philippians 3: 12-14 12Not that I have already obtained all this, or have already been made perfect, but I press on to take hold of that for which Christ Jesus took hold of me. 13Brothers, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead, 14I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.

© 2004, Elderine Wyrick

 BACK TO ARTICLE LIST

 

Bullying in Today’s Schools

A report prepared by Elderine Wyrick

Although bullying is not new, it seems to be a primary source of growing violence among young people. The shocking increase in school violence and campus shootings has encouraged societies all over the world to consider bullying as a serious problem needing to be resolved. For the past thirteen years, the countries of Australia, Norway, England and the United States researched the topic of bullying. Each of these countries developed written guidelines for teachers and counselors to help prevent bullying.           

In 1991, D. Olweus wrote, “A person is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons” (Hoover1996, 4). In the University of London report entitled, Bullying: Don’t Suffer in Silence, Professor Peter Smith reports that bullies deliberately hurt others repeatedly in such a way that it is difficult for the victim to defend himself. Bullying behaviors can include name-calling, nasty teasing, threats, extortion, physical violence, damage to belongings, leaving pupils out of social activities, and deliberately spreading malicious rumors (Bullying 2000, 9-10). 

Some professionals distinguish between direct (overt) bullying and indirect (covert, relational) bullying. “Direct bullying includes physical and verbal aggression such as kicking, hitting, threatening, name-calling, and insulting. Indirect bullying includes aspects of social isolation such as ignoring, excluding, and backbiting (Van der Wal 2003, 1312).” Boys more often use direct bullying and indirect bullying is more common in girls. Both girls and boys can be bullies. Usually boys bully boys. Girls are bullied by both boys and girls. However, it is more common for a boy to be a bully than a girl (Hover 1996, 10). 

Bullying is a widespread, serious problem that cannot be ignored. Studies show bullying to occur mostly in middle and junior high school years, but can continue into the high school groups if not corrected. The major type of bullying is verbal abuse (Hover 1996, 17). However, physical violence is now on the rise. It was estimated that one out of every fifteen students are threatened or injured with a weapon in a school, and the odds of getting into a physical altercation is approximately one in eight (Bucher 160). It is believed that over 160,000 students miss school everyday because of bullying (Trautman 243).  

The responsibility of keeping a positive climate and safe atmosphere belongs to school officials and board members. It is imperative that schools take bullying seriously. Schools can no longer take the attitude that it is just “the normal ‘rough-and-tumble’ of child development.” It is a precursor to dangerous violence. In addition, it promotes intense misery among students (Hoover 1996, 3).

Each school needs to take a firm stand against bullying and include a written policy to provide set consequences for such behavior. Schools can begin an active anti-bullying campaign using a four-step approach—(1) define the problem, (2) discuss the problem with the students, (3) train the students in correct behavior, and (4) enforce the consequences for offenders. 

The Common Concern Method (CCM), introduced by Pikas in 1989, offers a five-stage structure for guiding schools in early intervention programs for both the victim and the bully. The CCM method seeks to help bullies build empathy for the victim. Ideally, this encourages understanding in the bully and helps him choose different behavior patterns toward weaker students. The bully and the victim can then come to resolution, which is the ultimate goal. Some professionals believe that this approach may be too direct. However, research supports the theory that aggression diminishes in the “face of increased empathy.” Schools continue to find success with it (Hover 63). The five part process of the CCM include:

1)  Move the bully into empathy for the victim,

2)  Help the bully own his responsibility,

3)  Seek to find a solution to the issue,

4)  Use role-playing and reverse role-playing to teach victims and aggressors better responses

5)  Teach social skills and coping skills to solidify the resolution and  encourage correct behavior patterns for the future (Hover 1996, 81).

These techniques help the bully understand how it feels to be on the other side of the coin.  

Classroom instruction and discussion can help students understand about bullying and what is not acceptable behavior (Hover 1996, 45). Students should be encouraged to work together with the school to create and maintain a positive school culture and climate. Discussion groups can help students define a “safe school.” The ultimate goal is to have a positive climate where people can be trusted, respected, and involved. Intolerance will not exist and students will not be harassed or threatened when everyone at school work toward a better school atmosphere. (Bucher 2003, 163). 

Staff members can create a positive atmosphere by being committed to the success of their students, and by not disciplining students with peers present. In addition, consistent consequences and appropriate severity for infractions produce a better climate. Students need to feel that they belong, that they can make real choices, and that they can depend upon the rules to be enforced fairly (Bucher 2003, 163).

School violence happens in unsupervised areas. Teachers should be aware of these areas and purposely offer more surveillance. Some schools use uniforms, ID badges, cameras, metal detectors, and smart cards for access control. Although these may add a sense of security, prevention is the best approach to school violence. By knowing the early warning signs of violence given by the U.S. Department of Education in 1998, professionals can get these students involved in training before major problems surface.

These early warning signs include students who:

•  socially withdraw
• display excessive feelings of isolation or choosing to be alone
• excessive feelings of rejection
• are a victim of violence
• feel picked on and persecuted
• show low school interest and poor academic performance,
• express violence in writings and drawings
• show uncontrolled anger, patterns of impulsive and chronic hitting and intimidating
   
• have a history of discipline problems, violent and aggressive behavior, intolerance for differences, and prejudicial attitudes
• involved in drug and alcohol use
• affiliation with gangs
• have inappropriate access to firearms
• make serious threats of violence (Bucher 2003, 165).

Children can learn not to bully. When the parents and the school stand united in their training, the child will usually change. Authorities must set guidelines explaining what bully behavior is and why it is not acceptable. This will help the child understand how it makes people feel and how it affects their friendships. Often the child will choose to change. Adults can practice rehearsed patterns of behavior to teach a different response. This training, mixed with encouragement and praise when change is obvious, can turned around your school’s atmosphere. As a result, students will have a safer and more pleasant place to learn.         

Works Cited

Bucher, Katherine T. and M. Lee Manning. 2003.  “Challenges and Suggestions

for Safe Schools.” The Clearing House. 76:3, 160-64.

 

Bullying: Don’t Suffer in Silence.2000.   London, England: Goldsmith College,

University of London. Available from the Department for Education

and Skills. http://www.dfes.gov.uk/bullying/pdf/dfee%20bullying%20insideNEW.pdf

[August 10, 2003].

 

Hoover, John H. and Ronald Oliver. 1996.  The Bullying Prevention Handbook. 

Bloomington, Indiana: National Education Service.

 

Trautman, Melissa L. 2003.  “Identify and Reduce Bullying in Your Classroom.”  

Intervention in School and Clinic. 38:4, 243-47. 

 

Van der Wal, Marcel F. Cees A. M. de Wit, and Remy A. Hirasing. 2003. 

"Psychosocial Health among Young Victims and Offenders of Direct and

Indirect Bullying.”  Pediatrics 111:6, 1312-17.

 

© 2002, Elderine Wyrick

BACK TO ARTICLE LIST


A CRITICAL ANALYSIS OF PSALMS 15:1-3

  Written by Elderine Wyrick 2008

   “…[he  who] has no slander on his tongue, who does his neighbor no wrong and casts no slur on his fellowman” (NIV)

          The five poetic verses of the fifteenth chapter of Psalms easily serve as a church liturgy to remind Christians how the Scriptures describe a good man. The author began by asking God two questions. The remaining four verses answer the two all-important questions. The purpose of this Psalm is to show men the way to God. The path described in verses two through five try to convince us that we must be holy and honest to find true happiness and fellowship with God. 

          The first question asked in Psalms 15:1 was “Who shall abide in thy tabernacle?” The word “tabernacle” refers to the house of worship where men can serve his fellowman and find fellowship with God. The tabernacle was a moveable place of worship; this can easily represent churches operating throughout the world. The Psalmist is asking, “What kinds of people are allowed to serve God in the temple?” The question infers, “Who is worthy to serve as priests or servants in your tabernacle? Or, how shall one find a place in your presence while here on earth?”

         Immediately following the first question, the Psalmist asked the second question, “Who shall dwell in thy holy hill?” Most commentators write that “The holy hill” refers to Zion where the permanent Jewish temple would be built in Jerusalem and where Christ’s church would be established. Therefore, the Holy Hill represents the everlasting Kingdom of God. He is asking,” What kind of people will be allowed to live with you for eternity?” Both questions asked in verse one are important and weighty questions that each one should personally consider.  

       In verse two, the Psalmist begins to answer the two questions with three requirements, “He that walketh uprightly, and worketh righteousness, and speaketh the truth in his heart (KJV). “ A man that walks uprightly walks perfectly throughout his day keeping his eyes on Christ as he continually chooses to do good. He allows God’s Word to rule over his daily decisions and actions. To work righteousness means to consider what is right in every part of his life and then to be determined to fulfill those duties. Those duties include worshipping the Creator, serving your fellowman, fulfilling your daily duties in the roles where you serve whether as a family member or a co-worker, a church member or a member of a community. The third requirement involves speaking the truth. This means desiring from the heart to be truthful, not just telling enough of the truth to pass inspection. This person is a truthful man or woman. They live what they say. Their word is their bond. You can depend on them.  

   The first verse of Psalms 1:1 mirrors the message of Psalms 15:2 stating that, “Blessed is the man that walketh not in the counsel of the ungodly, (walk uprightly), nor standeth in the way of sinners, (worketh righteousness), nor sitteth in the seat of the scornful. (speaketh the truth.) God is looking for men and women who will love Him with their whole heart, mind, soul, and strength and will keep His commandments. These requirements are fulfilled through faith in God and his Word, a commitment to follow God in everyday experiences, and choosing obedience to God in every situation. 

      Verse three begins to address specific choices and actions that are required to please God. “He that backbiteth not with his tongue, nor doeth evil to his neighbour, nor taketh up a reproach against his neighbour (KJV).”  The word “backbiteth” is cross-referenced in the BibleGateway.com website with several synonyms including the words slander, railing, talebearer, uncharitableness, whisperer, gossip and speaking evil. This means that a backbiter is a person that talks behind a man’s back devouring and destroying that man’s reputation. This same word is used in I Timothy 5:13 describing spies that creep into houses, pry into the secrets of families, and discloses them and often misrepresents them in a false light. These type men are the worst of men and are unfit to be in the fellowship of the church. The second part of verse three states that he does not do anything evil against his neighbor. This man does only good to all men whether he is a friend or a foe. He is righteous in his acts toward his neighbor whether it is by the words he uses or things he does, and whether it is toward his neighbor’s person, property, or good name. The third part of verse three says, “nor taketh up a reproach against his neighbour (KJV). According to the Old Testament Hebrew Lexicon, reproach is defined as “scorn, taunt, rebuke, or bringing shame or disgrace.”  A righteous man does not raise scandalous reports against his neighbor, nor is he willing to listen to such a report from someone else.  He refuses to get involved in spreading disreputable reports or gossip against his neighbor even when that neighbor is treating him unfairly. 

          Although there is much value in the remaining two verses of this chapter, the social application being considered lies in the application of the first three verses. 

         A Christian’s desire is to dwell in God’s presence and remain in his favor. This chapter clearly sets a standard of conduct that God requires of us to maintain the right fellowship with our Heavenly Father. Whether the Christian worker is assigned in an office complex, a factory, a church, a retail shop, or a school, these same guidelines apply to the code of conduct for a Christian. According to Psalms 15, Christians should not be caught up in the backbiting and gossip that so often permeates workplaces. We are to be the “salt of the earth” (Matthew 5:13) and the “light on a hill (Matthew 5:14)” that makes a difference in our social setting. Too often, our culture has accepted this type of rude behavior as expected and normal. Teachers say things like, “Kids will be kids.” Principals, supervisors, and administrators need to commit to creating a better work atmosphere and environment by discussing the damage that backbiting, gossip, tale-baring, and snide remarks have on the overall work experience for each employee or student. Only a few years ago, these behaviors were known by most of our culture as being “rude” and “unacceptable.” It is time that we educate our culture and encourage men, women, and children to return to the common courtesies that create a more productive and pleasant work environment. Whether a person is a Christian or not, everyone can benefit from the experience of a positive and uplifting atmosphere at work or school rather than the put -downs and slams that are so common in today’s society. 

          The Judeo-Christian ethic of caring for your fellowman and treating them the way that you would want to be treated is still needed in today’s modern society. Early television programs such as the Smother’s Brothers, Laugh-In, and All in the Family introduced snide personal and political remarks, slamming statements and put-downs as part of our entertainment genre. The Smother’s Brothers’ television show was cancelled due to their rude and shocking political statements, but their type of comedy was catapulted forward and was destined to change the comedy of the future. This was the beginning of a change in American television and the American social experience. Things that once shocked our society and were not acceptable in the workplace, have now become the modern jokes shared at school, in the office and in the home at someone’s expense. Psalms 15 calls our society back to a higher standard of conduct. The Psalmist encourages Christian to follow the righteous path to God through living right, watching our words, and caring for our fellowman.  Let us consider the following as our motto for establishing an acceptable social behavior in our workplaces and schools. 

   -Let no corrupt communication proceed out of your mouth, but  that which is good to the use of edifying, that it may minister grace unto the hearers. Ephesians 4:29

 

 Understanding the difference between the Foolish, the Simple and the Wise.

Proverbs 21:11 When the scorner is punished, the simple is made wise: and when the wise is instructed, he receiveth knowledge (also Prov 19:25)

 THE FOOLISH STUDENT--
(Also called the Scorner or Mocker--possibly a bully) 

 

Says in his heart, “There is no God.” They are corrupt and do evil (Psalms 14:1) 

Deceives himself about who he really is.  He believes his own lies.  (Proverbs 14:8) 

Often die young because of a lack of wisdom and judgment (Proverbs 10:21) 

Proud, boastful, and unteachable and often angry (Proverbs 14:3; Eccl 7:9)  

Mischief is like a “sport” to him; he continually develops his skills to get away with things and be foolish (Proverbs 10:23) 

Despises correction and sound teaching (Proverbs 23:9) 

Has a difficult time receiving wisdom even when he is seeking it because of his vain philosophies (Proverbs 14:6) 

Destroys things that are good—destructive (Ecclesiastes 9:18) 

Lies and slanders others (Proverbs 10:18) 

Despiseth his parents’ instruction (Pro 15:5) 

Meddles and keeps things stirred up (Pro 20:3)

Will not take correction; shames those who try to discipline him; hates those who correct him (Pro 13:1; 9:8; 15:12) 

THE SIMPLE STUDENT 

Get easily caught up in foolishness (Proverbs 14:18)

 

Doesn’t see relationship between behavior and possible consequences (Proverbs 27:12) 

Believes everything he is told; easily led into the trap of the wicked (Proverbs 14:15; Romans 16:18) 

The Word of God brings understanding to the simple (Psalms 119:130; Psalms 19:7) 

Love simplicity—easy way feels good; avoids conflict (Proverbs 1:22)

Is a follower; learns when the wicked are punished.  Doesn’t have to be the one punished to learn.  Avoids trouble.  (Proverbs 21:11)

THE WISE STUDENT

 

Fears the Lord & Reverences the holy (Proverbs 9:10)

Happy and flexible (Proverbs 3:13)

Humble and teachable (Proverbs 15:33)

He understands his strengths and his weaknesses and his potential to do wrong.  He desires to do right.  (Proverbs 14:8)

Speaks words of life to others; is careful with his words (Proverbs 10:21; 14:3)

Chooses his friends carefully—walks with the wise (Proverbs 13:20)

Is a peacemaker; avoids strife (Proverbs 20:3)

Values salvation and the things of God; his wisdom stabilizes him (Isaiah 33:6)

Loves and obeys those who correct him (Proverbs15:12)

Proverbs 19:25
Smite a scorner, and the simple will beware: and reprove one that hath understanding, and he will understand knowledge.

        When the mocker/scorner (or bully) is corrected, the entire student population improves.  The group that appears to be winning will win the attention and become an influence over the large group called the "simple".  The "simple" students will follow the group that appears to be winning the battles at school.  A school cannot afford to ignore misbehavior and tolerate disrespect and disobedience. The school that ignores the Foolish scorner, will see that population multiply in time.  Think about it.  Proverbs addressed bullying years before it became a current issue in our world. 

  
© 2008, Elderine Wyrick

 

 BACK TO ARTICLE LIST