Introduction
One of the key issues encountered in the Smith learning institution is the subjective disciplinary referrals. According to Choo (2020) a significant percentage of the students highly affected encompass the African Americans mainly because of the prevailing stereotypical influence. The foundation of the problem further intensifies based on realization concerning the teachers’ lack of adequate expertise. Based on the institution’s policy, the subjective disciplinary referrals engulf the adept reliance on teacher’s determination of indiscipline behavior. Despite the crucial influential value, it is the responsibility of the teacher to ensure justice and disciplinary measures among the offenders.
The subjective disciplinary referral is a major problem due to the intensified unnecessary allegations towards the students. The increase in the percentage of African American students on indiscipline issues fosters the necessity to determine core interdependence (Hambacher, 2018). On the one hand, the teachers utilize reaction response system on indiscipline cases. On the other hand, the students significantly demonstrate open-mindedness through their engagements mainly perceived as indiscipline. Ideally, it is vital to establish an effective theory of action to improve the efficacy level of the disciplinary actions.
Specific Actions to Solve the Problem
The vital initiative that fosters the alleviation of the problem encapsulates developing and implementing a teachers’ training program. The first step enshrines developing an initiative enhancing participation among the teachers. The approach involves engaging in sports and cultural events with the students. It is important the teacher understands the nature of the students’ open-mindedness and cause for the behavior (Losen, 2013). Further, the teachers participate in community projects to intensify their understanding of diversity and importance of the effective management. The implementation of the program is a continuous process enshrining the adept training of the teachers regarding best subjective approaches to determine the indiscipline cases. The significance of the action encompasses alleviating reactive responses by teachers due to a student’s behavioral conduct.
Assumptions
There are distinctive assumptions regarding the emergent issue among the counterparts. According to Choo (2020), a teenager’s behavior is highly influenced by the social environment. In this case, one of the key factors that influences dynamic human behavior encompasses the socio-cultural factors. Different communities uphold various values thus the variation on human behavioral responsiveness. A different assumption is the stringent institutional rules disregarding necessity of diversity management especially on behavioral conduct. The core factor for the development of the training program enshrines improving essence of open-mindedness among teachers to alleviate biasness and stereotypic influence. Subjective disciplinary referral depends on teachers’ competence thus assumptive concept of inexperience among the counterparts. Primarily, it is vital to appreciate diversity and ensure the exposure to different situations on the issue.
If the organizational leadership uses a new theoretical, more culturally charged methodology, the core approach to discipline will change. The teachers will learn more specifically about the differences that lie within the field of handling racially-involved disciplinary practices. If multicultural training is provided, the educators will have a first-hand experience with people of various communities, which will help them to connect with African American and Special Education students. If the teachers broaden their horizons in terms of new ways of providing education, their teaching models will change according to the current standards and will be no longer outdated.
Conclusion
Consequently, the theory of action encompasses the incorporation of an effective training program among the teachers. It is vital to enhance the interplay of distinctive value quotients that adjust the interdependent relationship. On the one hand, the teachers intensify proficiency in diversity management as a pro of the theory of action. On the other hand, the students understand the significance of ethical and moral behavior to alleviate indisciplinary issues. The con of the issue encapsulates the reliance of significant participation of all stakeholders for positive outcome. The subjective disciplinary referral is effective based on the adept consideration of objective overviews.
References
Choo, E. (2020). Seven things organizations should be doing to combat racism. The Lancet, 396(10245), 157.
Hambacher, E. (2018). Resisting punitive school discipline: Perspectives and practices of exemplary urban elementary teachers. International Journal of Qualitative Studies in Education, 31(2), 102-118.
Losen, D. J. (2013). Discipline policies, successful schools, racial justice, and the law. Family Court Review, 51(3), 388–400.