Class discipline is the problem, not suspensions

The article, “Study: Black girls punished more” (June 29), reveals much about the problems and lack of academic achievement in city schools. And it’s not the suspension rate of black girls. The statement was made, “According to school system’s code of conduct, city school officials are not supposed to discipline students for talking back or defiance of authority unless it is severe behavior, such as throwing furniture across a room or pulling a fire alarm.” Think about that. This statement is totally ludicrous.

If classroom discipline is so poor that disrespect for the teacher’s authority is allowed to reach the level of throwing furniture across the room before sanctions can be brought to bear, how can learning objectives and academic excellence ever be achieved? As a teacher with more than 50 years of classroom experience, I know that academic excellence requires a learning environment that includes orderly procedures, structured instruction, good attendance and high expectations for students. Parental involvement is needed to insure that students behave in class and that they attend school regularly.

Think of the recent article about the atrocious attendance rates of so many students (“Nearly 1 in 5 Maryland students is chronically absent. At some schools, the rate is more than 75 percent,” June 6). Poor attendance and disruptive behavior add up to academic failure. Suspensions often require parents meeting with school administrators in order to reinstate their children. Thus, they are a means to the end of securing parental involvement.

Let’s focus on the real problems.