As I looked back over past concerns raised by community members, one strong area of interest focused on discipline, orderliness and improvement in classroom behavior. This generally is aimed at having the Board of Education change policies to address the problem. However, schools that succeed in this area generally make demands on all players. It is not something that the teacher or school can solve by itself. Parents, guardians and the child must all want to effect change and in many ways the community needs to be involved as well.

In the Knowledge Is Power Program, schools have an element focused on character that somewhat relates to the Army’s “Be-Know-Do” model for leaders. Combining the models would start with “See” success in a role model that has relevant experiential, cultural, race, economic background, and other qualities that relate to a child. “Know” by mentoring and adult guidance what ropes and ladders can be leveraged to climb to that child’s desired state of success. “Do” what it takes to focus on achieving that future. “Be” that successful person and acknowledged as one that can come back so others can “See” that success is truly possible.

In many cases, the parents or guardians can fulfill the role model. Perhaps the teacher can be a role model in some cases. However, given the diversity of lives, it may take a person from the community to come in whether from a service organization, a church, or business to give children as many examples of people overcoming similar challenges and becoming successful. Children focused on success don’t generally focus on disrupting classes.

There is also a teaching opportunity from parents, guardians, teachers and members of the public to make children realize the damage and hurt done through “bullying”. Bullies can be disruptive in schools and directly impact a victimized child’s attendance, progress, and perhaps even a break from their values to give up and become a member of the “gang”. Students need to feel safe at school and here policy for deliberate establishment and enforcement of “anti-bullying” programs can be successful. In this case, rather than a mentor, they need to be taught the harm “bullying” can create so that the child makes a personal choice to stop.

It is always better if we can eliminate “bullying” by getting the perpetrators to understand the harm and stop through self-reflection, but “zero tolerance” never equates to “zero occurrence”. Whether it is a diet for health, taking medications, seeking medical help, or entering rehab, people cannot be forced to do anything. Students need to realize their effect on their futures and the lives of others to decide for themselves that their behavior needs to change.

Understanding that attacks may continue; given the number of students carrying cell phones, technology might help with anonymous text message tip lines for children to report who and where so and so is going to get “jumped” by others during or after school. Teachers may not know what is in the works, but the kids know. It could afford an opportunity to place an adult presence in the area or perhaps even police presence, if need be.

There are many programs we could put into play to improve discipline, orderliness, and classroom behavior. It does take engaged interest on the part of the community at large to make them work. If the community is serious about wanting a change in this area, then they can voice this choice to the Federal Way Public Schools Board for action.

Hiroshi Eto, Federal Way Public Schools Board