ROANOKE TIMES
Copyright (c) 1997, Roanoke Times
DATE: Saturday, April 26, 1997 TAG: 9704280049
SECTION: VIRGINIA PAGE: C-1 EDITION: METRO
SOURCE: JOEL TURNER THE ROANOKE TIMES
Most trouble is caused by a small group of students with chronic behavior problems, educators said.
When three disruptive students were removed from Richard Kelly's class, the average grade for the rest of the students improved by six points.
"I could cover more material and get more done in class," said Kelly, a science teacher at William Byrd High School.
A few unruly students can "literally dominate a class" and hurt the education of other students, Kelly told the Roanoke County School Board this week.
"Too often, teachers have to stop an activity to correct the chronic disruptive student. Too much time and attention is given to a handful of students."
A survey of teachers and other school employees showed that two out of every three think discipline is a "moderate" problem, according to Kelly, president of the Roanoke County Education Association.
Almost one in 10 considers discipline to be a "major" problem in county schools, he said. Forty-six percent of teachers and school administrators believe students' tardiness is a daily problem.
Forty-one percent said that students' lying is a major problem.
About 900 teachers, administrators and other school employees responded to the survey by the teachers' group. They said that most discipline problems are caused by a small group of students with chronic behavior problems.
"While our problems may not be as serious as some school systems', there are problems nonetheless," Kelly told the board. "Poor academic performance and discipline go hand in hand in most cases."
The schools need to reduce classroom disruption and discipline problems because the state's new academic standards and testing system will require students to make the most of class time, Kelly said. Students will be required to pass tests on core subjects in math, English, science and social studies to graduate.
The survey showed that 53 percent of teachers and school administrators think students' academic failure is a major problem.
"As a science teacher, I am very frustrated when a ninth-grader cannot do simple calculations like multiplying a fraction and a whole number," Kelly said. "Even simple percentages are difficult for many students."
Teachers say there are not enough alternatives for dealing with disruptive students and other discipline problems. Under the present system, Kelly said, it can take a whole semester to get a disruptive student removed from a classroom.
The teachers' group wants the School Board to appoint a task force to study discipline problems and make recommendations. It said the panel should include teachers, parents, school administrators, business leaders, police, and social service and court representatives.
Chairman Michael Stovall said he supported the teachers' group's request and the board will appoint such a study group.
The Roanoke Education Association has asked the city School Board to name a similar panel to study discipline, but the board has taken no action on it.
Some city board members have questioned whether the problem is severe enough to warrant a study, but several candidates for upcoming board vacancies support the city teachers' group's request.
Roanoke County teachers have made several proposals for dealing with discipline problems:
Expand the alternative education program at the Roanoke County Career Center to include students through the 12th grade. Now it includes only the middle school and early high school grades.
Establish a night alternative education program for students who cause problems in regular classes.
Establish specific consequences for student misbehavior, and develop a rigid attendance policy.
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