Introduction
Current secondary schools in the United States and Canada are multipart organizations whose program delivery, organizational society, and fundamental structures combine to produce characteristic mini-societies within their walls. Learner arrangement and commitment have principally and traditionally dedicated to growing his or her positive behaviors, accomplishment, and a sense of fit in among students so they might live together in school. Since the attention and emphasis of this study are on high school accomplishment, research on student commitment and arrangements targets scholars in O-level.
Secondary school is where disentanglement naturally develops an anxiety (Archambault et al. 662). The student commitment is understood as a path to regain and reclaim a marginal of primarily socially and economically underprivileged scholars who are likely to drop out of secondary school. With time, there has been development in student engagement strategies and implemented to manage students behaviors. Currently, scholar commitment and engagement are built with the optimistic objective of improving all learners’ capabilities to study how to study or to develop enduring beginners in the community (Stainback et al. p.431). Engagement of student has become both a planned procedure for learning and a responsibility result onto the situation.
The purpose of the survey is to identify the role of current Canadian curriculum in changing the behavior of high school students. It will finally provide managing values, tools, and resources that promote positive student behavior. The function of secondary education in Canada has been significantly altered in the post-Second World War period. To control the ever changing social demands, they evolved high schools. Their mission was to prepare a large number of students for life as democratic countries citizens (Solomon & Patrick, p.28).
Objectives
Description, Synthesis, Analysis and Critique.
For many students, the role that high school impacts in their lives surpasses even this broad directive. These values and resources could either be intervention techniques or prevention plans. These programs and methods are meant for individuals and school-wide levels.Stoppage of undesirable behaviors is the key to founding a positive school-wide environment and a productive classroom atmosphere. Intervention methods focus on a liberal approach to support each student.
The latest research has indicated that school-wide positive behavior is related to reduced exclusionary, sensitive and disciplinary practices, improved satisfaction of the student, and increased perceptions of school security. First, I review the connection between educational success and problem conduct.
The relationship between problem behavior of students and their performance has been studied in high schools in Canada. It was found that scholar educational failure in secondary education was connected to two or more deferrals in the ninth evaluation. It was also recognized that connection concerning certain kinds of office discipline referrals behaviors such as fighting, harassing and violence threats and grade point average led to poor grades of boys in high schools. The students who had no previous office discipline referrals had much higher grades than those who had more office discipline referrals (Slavin & Robert. P. 478). It was found that this relationship strengthens over the course of high school between problematic behavior and academic performance. Most of those students reported events such as being sent to the principal, being suspended from school, and receiving jail detention or receiving expulsion from the school. The discipline scores showed negative connections with students’ grades.
It has been proved that there a relationship between student academic performance and behavior across grade levels and that higher rates of office discipline referrals behaviors and deferrals are connected with worse marks on educational valuations in the higher scores. Additional investigation has confirmed that scholars with severe problematic behavior experienced significant educational shortfalls as compared to distinctive peers.
Further areas where these deficits continued to be stable over a long time were for subjects such as mathematics where the gap broadened over time. Lastly, expressing behaviors were more intensely related to educational results deficits as matched to internalizing behavior. The outcomes were worse for students with problems in both expressing and internalizing problem areas. It was demonstrated that improvement in escape-maintained problem behavior when learners received educational support made them useful.
Active school behavior and time instruction
Studies have shown that the amount of time education provided is highly related to students’ academic performance. Introduction and implementation of positive school behavior support with intervention decrease the office discipline referrals behaviors and students suspensions. It is estimated that when a student receives office discipline referrals or is given a suspension, he or she loses a lot of instructional time. The average instructional time gained per year through the reduction in office discipline referrals are twenty-nine days and through the decrease in suspensions are 50 days, for a total of 79.5 days. Similar outcomes with increases of one hundred and sixty-nine instructional days relating the implementation of school positive behavior support were also reported in which a school-wide behavior support was not implemented in a low performing school.
Merrell obtained similar results in an inner-city high school. They also established that lesson length behavior backing enlarged the scholar’s time to receive educational instructions. The role of this interference was to upturn, increase and improve the time and how teachers used to instruct scholars. Results showed a fifty-seven percent increase over pre-interventions ranks (Merrell et al., p.36). Students’ academic commitment is found to be related to improved academic achievement and positive behavior. Students who engage their most time in academics are considered to be high achieving students as compared to those who dedicated a little time to their academics.
Most high school students are deemed to be experiencing serious emotional, social, and behavioral problems that can affect both coaching and studying. This is associated with mature or grown-ups, criminality and violence, habits, drug abuse and an array of other challenges among teens.
In research conducted among high school students in Canada, thirty-five percent of boys and forty-four percent of girls reported elevated intensities of passionate difficulties such as gloom, nervousness, depression and sleepiness. Students who are mentally or physically depressed are pre-occupied. This results in them having a problem paying attention and remembering what they are taught in class. This leads to negative character and behavior of such students (Van Sluijs et al., p. 716). Students who can control and manage their feelings have advanced learning in their studies than those who cannot manage their emotions.
In another research conducted in Canada, twenty-seven percent of boys and forty-five percent of girls had bad behavioral problems including getting into physical battles, responding rudely to tutors and forcing other students to act as they wish. Bullying among students is common and frequent. Twenty percent of Canadian students reported being victimized of another student. Students that are bullied often experience behavioral problems while those who bullied others exhibit emotional problems. Learners who are both sufferers and oppressors are in high danger of exhibiting emotional and behavioral challenges. Bullying action reduces students’ engagement in school (Merrell et al., p.36). It was also identified that students with negative behavior lead to teacher stress and educators usually spend a lot of time on the management of behavioral issues.
The Canada government has introduced of in-school or after-school programs in reply to students undergoing emotional and social behaviors problems. This targets one particular issue type such as drug abuse, bullying or clash resolve. These curriculums usually take a short period and are rarely incorporated into the school syllabus. Therefore, most of these plans are established in reply to local needs.
They do not include essential features for effectiveness. It is not clear if the programs are offered with fidelity; not sure if there is a close follow up of the program with no variations to the gratified, length and program instruction.
The Canada government has introduced social and emotional learning (SEL) programs in high schools to combat this problem associated with students. SEL programs are intended to help students to master age-appropriate social and emotional control techniques (Van Sluijs et al., p. 732). SEL programs are categorized into three; crime stoppage, psychological health advancement, and personality teaching with each category targeting one or more core emotional and social capabilities. They can also be categorized into; “common” which is provided to all scholars through school application to endorse conceptual health and stop emotive problems or challenges. “Selective” which is delivered to groups of students with similar risk issues to avoid emotionally “indicated” which is provided to individual students suffering emotive or behavioral complications.SEL programs are usually delivered in schools, at homes or in the communities. Mostly SEL programs are offered at school by teachers since an effective SEL program take a specific curriculum and period.
Real SEL plans are conversant by both developing sensibility andinvestigation-acknowledged finest applications in program structure, gratified, and methods of distribution.The most efficient means of SEL programs are secondary established and include dual mechanisms which, together upsurge students’ availability to the institution, improve emotional and communal problems of students and finally reduce risky behaviors.
Most SEL programs offered in school have demonstrated improvement in students’ emotional and social problem-solving skills and academic outcomes. The following was analyzed from SEL program from Canada: Investigation of several, “SEL programs offered in schools concerning two seventy-seven thousand students showed that curriculums are upgraded partakers’ results in improving personal self-esteem, social-emotional skills and academic performance of students.
The results of the examination of fifty-seven studies of SEL programs after high school for thirty-four thousand and nine hundred and eighty-nine learners, found improvement in social behaviors, self-perceptions, conduct, and school bonding. However these changes could not be sustained for an extended time since those who participated were not tracked and long-time effects could not be identified and known. The curriculums did not affect their secondary school success (Van Sluijs et al., p. 759).
There were several reasons why SEL programs were encouraged. This included;
The benefits of mental health were increasing due to SEL programs. SEL can be a universal promotion of health.
The rise in school fierceness indicated that students needed to be taught on social and emotional skills to deal with problems.
Through research, it was now easy to demonstrate that SEL is useful and improved academic results of students
In Canada, several programs exist which addresses students issues such as bullying, mental health problems, suicide cases, learning skills problems, anxiety, social-emotional problems, etc. most of these programs are yet to be evaluated and implemented.
SEL knowledge and expertise vary from the country of Canada. It is believed that this program has gained the greatest adhesion in Ontario, Nova Scotia, and British Columbia (Johnson et al., p.452). The Cooperative for Educational, Communal, and Emotive Learning has helped improve SEL awareness in Canada. Teachers are also usually amenable to the ideas, mainly at the core institutional level.
This is determined by the type of the material teachers, decision-makers, principals or education that the ministry is passing. Some educators’ outlook SEL program as a burden added to them. The country government is not entirely committed in SEL program which limits it. Other problems of SEL program includes:
Absence of consciousness of SEL as a method to combat social, emotional issues
A propagation of programs as each school and school boards frequently make their conclusion grounded on the attractiveness of the individual marketing the plan.
There is fragmentation across the country regarding SEL and insufficient knowledge exchange.
Lack of alignment with education ministry outcomes
Limited number of student practice SEL program
Competing for views about proof-based plans: The need for proof supportive Canadianagendas against too much stress on indicative-based curriculums
Deficiency of expert or pre-service expansion for educators
The following are some of the critiques of Canada system of education. Studying in official schools disrupts several simple moralities. The first is that no one can learn on an empty spirit (Clément et al., p.429). The second is that real learning needs a lack of authority and fear. A third is that education is the most normal of social natures. It doesn’t need to be compulsory or established.
These ideologies of learners or students development can be found in the psychology literature and education. It also aids in our thoughts when we step outside of our formally learned behavior patterns and think independently – not easy to do after being confined informal learning institutions for extended periods of time. Indeed, some philosophers have considered such incarceration as a form of confinement. By comparison, these simple principles of education are often appreciated by other philosophies. Indigenous philosophies of education, for example, value oral and experiential forms of learning.
The institutionalization of knowledge creates two difficulties. First, groups “offer systems through which people behavior is patterned and constrained to go. And this habit is achieved by making these channels seem to the individual as the only possible ones.” The student, who should be exhilarated to grow his or her ordinary interest and character, is asked to accept those inclinations, instead allowing the institutionally determined content.
Finally, normative instruction inside the school employs an unconditional supremacy, and those who wish to learn or teach within that structural environment are expected to obey it. Guardians accept this as part of the socialization course. Students need to study how to behave in the company of others and self-discipline. But sociologists are less accepting (Johnson et al., p.479). Even though the wanted objective of most communal education institutions is equality – equal opportunity for all argue that schools are not egalitarian places at all. They privilege some forms of knowledge than others, some individuals over others. We standardize and regulate society and behavior at a huge cost.
A critique of the following three fundamental molds helps expose the size of the problem.
Book education in high schools is a blameless method by which to study.
An educational curriculum improves human growth and self-confidence.
The knowledge-based curriculum is superior to the experienced-based curriculum.
Conclusion
Communal and emotive education offer as an outline to address some of the critical trials faced by learners in high school in Canada. As students gain emotional and social skills, they incline to have improved behavior, psychological health educational accomplishment.
The study connecting social behavior and school size have examined all from absenteeism and schoolroom disturbance to damage, theft, violent conduct and character, drug misuse, and mob membership. This study showed that minor institutions had subordinate occurrences of ordinary undesirable behavior, though, dignified, then do large institutions of learning. The societal behavior of a cultural minority. Small institutions and schools, highly positively impact students than those other students from big schools (Niemiec et al., p.143). Quantitated either as school dropout degree or qualification degree, the holding or allotment influence of growing high school institutions is significantly better than of big institutions.
Works cited
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Solomon, R. Patrick. Black resistance in high school: Forging a separatist culture. SUNY Press, 1992: 28-87
Stainback, Susan Bray Ed, and William C. Stainback. Inclusion: A guide for educators. Paul H Brookes Publishing, 1996. Pg. 430-437
Van Sluijs, Esther MF, Alison M. McMinn, and Simon J. Griffin. "Effectiveness of interventions to promote physical activity in children and adolescents: systematic review of controlled trials." Bmj 335.7622 (2007): 703-921.
