Ch. 3 Safety

Post 4: Reflection on Ch. 3 Safety

            While reading Chapter 3 about Safety, it allowed me to reflect on the work I do now

in our schools regarding keeping our students and staff safe from harm each day.  One issue

Hensley discussed was the feelings that most perpetrators possess when they have engaged in

school attacks.  He stated that the students who engage in these negative behaviors often feel

like social outcasts among the other students on campus.  These students have not quite

developed many positive, healthy relationships among their peers.  As a school counselor, I

completely agree with this statement, as it is one of the issues I address when conducting threat

or suicide assessments at Sanger High School.  After gathering my information from the student

and other sources, I determine if the student has a healthy, trusting relationship with at least one

adult.  This particular section of the assessment just proves that establishing and maintaining

social relationships with others is crucial for students to possess the positive feeling of

acceptance.

           

            Another key issued discussed is the need for school leaders to take time for themselves

when they feel overwhelmed.  As with any person no matter what the occupation, we have all

experienced feelings of exhaustion, frustration, and worry.  It is wrong to become upset with

the first person who comes into contact with us when these emotions are very evident within

ourselves.  As administrators, it is critical to allow these negative emotions to wear off which

will then result in a better ability to bring together the staff to continue to reach common goals.

            Finally, a situation that is inevitable in the educational system is the issue of discipline.

Hensley proved a good point by stating that each discipline incident can be used for positive

reflection and learning, rather than not having a discussion with the student and imposing a

consequence immediately.  It is important to discuss with the student the reasoning as to why an

incident occurred, what rule was broken, and to provide an opportunity for a teaching moment

before the consequence is given.  Taking the time to have this discussion with students can

prevent the same incident from happening in the future, once they have a full understanding of

the actions and responsibility.

Chapter 2: Support

In this chapter, Hensley addressed the importance of support in the educational system

and how it is needed by each employee on a school campus to feel valuable.  Support can be

offered in many ways, including emotional, physical, moral, and even in a financial sense.  When

a school leader offers support to teachers in a variety of ways, that support can lead to

appreciation and encouragement.  When teachers feel that their school leader has a positive and

effective support system in place, it can all lead to the ultimate goal of achieving high student

success.

            One of the most important topics addressed in this chapter that I hadn’t considered before

is visibility.  Great school leaders make themselves available and visible to not only teachers, but

to students, parents, and classified staff members as well.  Hensley provided great insight by

stating that great leaders schedule their duties and obligations around times that may interfere

with their ability to be visible on campus at times when there are high numbers of people outside

the classrooms (lunch time, recess, before and after school, etc.)

            Another way that school leaders can offer support to teachers is by offering the feeling of

protection.  This can occur when a teacher needs to schedule a meeting with an irate parent, or

whenever the teacher feels that some guidance is needed regarding any student matter or

important decision.  Teachers understand that their school leaders have a great amount of

expertise in certain areas and need to feel that their principal can offer that type of support to

them during situations that will arise when the teacher feels hesitant on how to move forward. 

Chapter 1 Communication

Chapter 1 of Leadership Connectors provided much insight on the issue of

communication.  Before reading this chapter, I felt like I had a very good understanding of the

importance of communication in the school setting.  However, Hensley discussed numerous

points on how crucial communication really is. 

            Hensley briefly discussed the lack of communication relating to your presence or absence

in a situation, and even when you are silent.  Your body language and silence in a situation can

also be a form of communication in a negative way.  If a teacher is expecting some type of

acknowledgement from you and as an administrator, you are quiet, that may convey a message to

them that their concerns are not worth your time or conversation. 

            I have been in schools where a new principal was introduced and at the first staff

meeting, had made references to their previous school and how those teachers met certain

expectations.  Although the principal may not have intentionally wanted the current staff to feel

that a comparison was being made, it is difficult to determine how they will interpret your

discussions on a previous school’s staff.  Hensley is correct in this case when he suggests that the

school leader keep the focus on the current school’s staff and ask them about their own successes

and challenges that can ultimately end with student achievement being the result.

            Finally, Hensley’s insight on the three forms of communication provided me with a new

perspective on how important it is to be consistent.  The three channels of communication, oral,

written, and nonverbal, should be expressed by the school leader as the same across all three

types.  What a school leader conveys to a teacher orally should be the same as what they

communicate in writing, or with their body language and nonverbal cues.