Will Utilization Of The Warning System Provide An Increase In Notes Going Home For Bad Behavior Sample Essay


Education is one of the main significant issues in the modern world, as people’s future in all spheres of life depends on the level of education. Education is the starting point for the skilled and experienced society, which provides different types of work in the country. To be educated people, students should get good knowledge at school, but sometimes they do not see the necessity of the education and their behavior at school is bad. To improve the educational system in the reference to punish students for their misconduct or for being unwilling to cope with the task, the research is going to be provided to identify which educational system stimulates children better through the number of notifications, got by their parents, the control system or the warning system are going to be investigated. To provide the research, the objectives of it will be identified, the literature review provided, to investigate current developments in the sphere, the methods of data collection, and the data will be applied to make the experiment full and trusted. Moreover, all the data and the experiment methods will be provided based on the ethical relations of people.

Purpose of study

Starting with the purpose of the study, it should be mentioned that the theme of the increase of the notes to parents will be investigated in the warning system in comparison to the control system. The number of notes will be investigated with the purpose to find out whether children become more responsible for the study in the warning system than those in the control education system. To understand the purpose of the investigation deeper, the warning system and the control systems should be understood in detail. During the warning system implementation, the parents of the students are informed about all troubles, which may appear during the education process, only when the student is noted personally several times (Peterson, 2009). Parents may be informed in the following cases when the child is absent and there is neither note nor call from parents when children’s grades slip below some certain point, a weekly attendance record may be provided to parents, a standard grade report or, vice verse, unexpectedly raised the level of the students’ knowledge (Electronic Gradebook, 2001, p.72). The control system provides parents with notification of every case of misconduct. The student’s achievements are recorded in the grade book and controlled by the teachers, and just the planned notification is provided when the semester ends or the assessment is provided. But in the case of misconduct, parents receive the notification immediately (Jurewicz & Cutler, 2003).

Research hypothesis

The investigation hypothesizes that the warning system reduces the number of notes to parents in comparison to the control system, as in the warning system, not any fact is delivered to parents, the bad behavior, as well as the extremely perfect one, the low levels of study and the unexpectedly high one, are transferred to parents in the case the students get some notifications before. The parents become the main controllers of the students’ education and the main question of the research is will children, who are in classrooms that utilize the warning system, have an increase in notes going home for bad behavior? The research is supported by the literature review and the experimental data, which is going to be analyzed from the chosen perspective.

Literature review

Providing the literature review on the discussed question, the question of the profit of parental involvement in the educational process should be investigated. Taylor G. R. (2004) is sure that the implementation of the warning system, which is aimed “to inform parents of possible problems that children may encounter and provide strategies for correcting problems or performance before the children fail” (p.136), may increase children’s successes in the education. Nelson Publishing and Marketing, and John W. Porter (2006) ensure that the usage of the Porter Analytical Strategic Summary (PASS) will increase the level of the notification of parents about students’ problems in the education. The PASS computer system is programmed for at least ten notifications to parents about student’s progress in studies. The limitation of the current system is that the behavioral notifications may not be included there and that parents receive the notification every time the student gets a bad mark, which contradicts the main measurement of the warning system.

Donoghue, D. M., Wakefield, S., & Collins, E. (2005) are sure that the warning system will increase the notes going to parents as parents will be notified about all types of misconduct of children and stress on a variety of types to make parents know about the problem, such as newsletters, telephoning, e-mail, classroom/school Websites, parent conferences, telephone conferences, report cards (p.89). Describing the connection between punishment and discipline, Webb J. T., Gore J. L., and Amend E. R. (2007) say that some parents do not understand that yelling at children for their bad behavior will not provide disciplinary behavior for children at school. The inability of parents, who were notified about the bad conduct of their children, to make them behave better increases the number of notes, which go to their homes. As the result, the more notifications are sent to parents, the higher the students’ misbehavior is provided. Jeffrey S. Nevid (2008) also agrees that the punishment, which is provided by parents does not change students’ behavior and the notification about their misconduct will continue to increase. All these notifications are not used in the control education system, as only teachers are involved in the educational process, and teachers are just notified about the results of some assessments and the results of the terms.

Some scholars still think that the warning system will allow reducing the number of parents’ notifications. Cynthia Franklin, Mary Beth Harris, and Paula Allen-Meares (2006) are sure that “warning time or advance notice… can give people time… for fear ad anxiety increase” (p.550) that, in its turn, may give students the understanding of the incorrectness of their behavior, which may be improved. According to Joseph T. McCann (2002), the notification may create panic among students and their behavior will be changed for the better before the threat of being punished (p.95).

Research design

The research design of the current investigation is the experiment, which is going to be held in two groups, one of which is going to work under the warning system and the other under the control system. The data which is going to be collected will be analyzed and the conclusion provided whether the warning system increases the number of notifications or not. Moreover, the investigation also involves the literature review, which is going to support the experimental issues and either to confirm them or to deny, referencing the fact which group will be sent more notifications home from the school.


Subjects will be drawn from the Fulton County School District. Two groups will take part in the experiment. Group 1 will consist of 20 students (10 females and 10 males randomly drawn from the classroom pool of 100 students). Group 2 will consist of 20 students selected by using the same method as group 1. The differences in the educational process of the groups will be based on the system of their education. The first group will receive the warning system and group 2 will serve as the control group and will not receive any warning any inappropriate behavior will not be tolerated. The specific of the experiment is that children in the warning system of education will receive the notification cards and every fourth note of misbehavior on them will give the teacher the right to notify the parents about the misbehavior. The control group will not be given such cards and will be either send to the Principal’s office or the note to the parents will be provided. The value of the experiment is that the literature review did not show any experiments of that kind. Most of the experiments are provided with the reference of the very nature of punishment or the consequences of it, so the experiment may be valued for its innovation.


The main variable of the experiment may be the increase of the notifications in the warning system or its reduction, depending on the results of the experiment, which are going to be provided. The variability will depend on students’ ability to understand the hazards of the notification and their desire to reduce the effect of parental punishment or even to reduce it to a minimum by the change of their conduct with the increase of the notes on their conduct cards.

Methods of data collection

The method of data collection of the experiment was carefully searched and has possessed the following structure. The parents and the teacher will be provided with a report for each child. They will be asked to provide how many notes each child received home and the reason for the note for one month. A week before the start of the experiment the parents and teachers will be asked to chart how many notes were sent home for each child and the reason to serve as a baseline measurement. This will determine if the warning system is helpful or not in dealing with behavior in a classroom setting. A behavior questionnaire was completed by the parent and teachers on the first day the warning system begins and the last day of the study. This questionnaire will serve as a means of measuring children’s normal behavior patterns within the classroom.

So, at the very beginning of the experiment, parents, and teachers will be asked to identify the number of usual notifications, which are received and sent by them, as well as the same procedure will be asked to be provided at the end of the experiment, in one month. The two groups of 20 students each will be conducted differently. During the experiment, the misconducts of the first group, which is educated in the reference to the warning strategy, was noted about their misconducts on their cards and only every fourth misbehaviors was send to parents, while the second group was either sent to the Principal’s office and/or have a note sent home to the parent.

Data analysis procedures and ethics and human relations

Providing the data analysis, which is received after the experiment, the parents of the students in the warning systems groups were notified less than the students in the control system group. Such results of the experiment may be explained by the ethical relation of students to their teachers and the conscious understanding of their behavior. The ethical relations between the teacher and the student depend on the following issues, such as age, gender, and socioeconomic status (Fisher, 2003, p.59). Children, knowing that if they will provide four misconducts will be punished, tried to reduce such number and to behave better in order not to disappoint their parents and not to make children notify their parents. The respect to age and socioeconomic status is observed here. David Bornstein (2004) identifies that in the current situation, not rules made students behave differently, but their emphatic attitude to both teachers and parents (p.48). The empathy in students’ characters was the reason, why students tried not to get four notifications, which could cause the parental notification of the student’s misbehavior.


In conclusion, the experiment was provided to measure the notification numbers in the warning system education when the warning system is implemented. Two groups of 20 students each took part in the experiment, where two different educational systems were implemented, a warning system and a control system. The experiment showed that the number of notifications to parents has reduced in the comparison with the controlled group system. The results of the experiment did not coincide with some information which was provided in the literature review, as the number of notifications reduces in the warning system education because of the ethical human relations, which are promoted by the differences in age and socioeconomic position of students, parents, and teachers. Knowing that the fourth misbehavior will be sent to parents, children try to review their conduct to avoid the notification.


Bornstein, D. (2004). How to change the world: social entrepreneurs and the power of new ideas. Oxford University Press US, Oxford.

Donoghue, D. M., Wakefield, S., & Collins, E. (2005). A Guide for Beginning Elementary Teachers: Getting Hired and Staying Inspired. Teacher Ideas Press, Portsmouth.

Electronic Gradebook Products Change the Way Teachers Do Business in the Classroom. (2001). T H E Journal (Technological Horizons In Education), 29(4), 72-73.

Fisher, C. B. (2003). Decoding the ethics code: a practical guide for psychologists. SAGE, New York.

Franklin, C., Harris, M. B., & Allen-Meares, P. (2006). The school services sourcebook: a guide for school-based professionals. Oxford University Press US, Oxford.

Jurewicz, L. & Cutler, T. (2003). High tech, high touch: library customer service through technology. ALA Editions, Chicago.

McCann, J.T. (2002). Threats in schools: a practical guide for managing violence. Routledge, Oxford.

Nelson Publishing and Marketing, Porter, J. W. (2006). Educational Leadership for the 21st Century: A Performance-Based, Results-Driven, Whole-School Reform. Nelson Publishing & Marketing, Northville.

Nevid, J. S. (2008). Psychology: Concepts and Applications. Cengage Learning, London.

Peterson’s. (2009). 440 Great Colleges for Top Students 2010. Peterson’s, Lawrenceville.

Taylor, G. R. (2004). Practical application of classroom management theories into strategies. University Press of America, New York.

Webb, J. T. Gore, J.L., & Amend, E. R. (2007). A Parent’s Guide to Gifted Children. Great Potential Press, Inc., Scottsdale.

The English-Only Movement Debate


English-only debate has started a political debate in the US over the issue of multiculturalism and national identity. 28 states have passed the English-only law however; the law has not been accepted by the House and the Senate even after numerous proposals to amend the constitution. This article discusses both the sides of the English-only debate and the laws related to it.


Language has assumed an important position in the political arena in the United States. Politicking has been rampant in the ardent desire of many to make English the official language of the US. The English-only movement is a political movement, which aspires to make English the only language used in government operations. The English-only movement had started in the early twentieth when the US experienced the biggest surge of immigration (Phillips, 1997). In the 1980s, 23 states, “from California through much of the West to the entire South” (p. 42) declared English their official as their official language. The preachers of English-only advocate the melting pot theory. They believe multicultural existence in the US has become a success because people from everywhere come here and assume a common identity, which is assumed with English (Phillips, 1997). This movement has come up in various times of American history in unrelated manner. This paper enumerates a few of these unrelated events and investigates into how similar or dissimilar they are in their objective and pursuit.


In the 1980s, Senator Hayakawa proposed to amend the US Constitution to declare English the official language of the country. This stirred quite a controversy and stirred a political debate relating to “America’s cultural and linguistic identity and on the language rights of linguistic minorities” (Brandes, 2009, p. 8). The English-only and Official English Movement has assumed some success in state legislative with 28 states granting some official status to English but the matter has been pending in both the House and the Senate (Brandes, 2009).

Many legal battles have evolved in this tumult about language and many laws have been passed. One such instance is a 1988 law passed by the Arizona voters who declared that English was the official language of the state and non-English using workers could be prosecuted (Collings, 1997). This law was contested against by a state worker who used Spanish in her dealing with the clients. However, the Federal Court and the lower court held the law unconstitutional. The Supreme Court held the judgment of the lower court effective, make the English only law void.

In the recent time, the language debate in the US has concentrated on the Spanish speaking population. Language rights have been recognized in the US for various other groups like that of the state of Hawaii, Native Americans, commonwealth of Puerto Rico, and Guam. However, it is believed that these languages did not threaten to change the dominance of English in the US. Nevertheless, the case with Spanish is different. The reason behind this is “the growing Latino/a population in the United States, which is expected to reach 25% of the total population by 2050.” (Brandes, 2009, p. 30) However, the second-generation Hispanic immigrants have problem with English, which is often caused due to bilingualism.

In 1995, five amendments were proposed to make English as the official language of the US (English-Only Laws, 2005). The advocates of English only laws have proposed the State must stop usage of any other language other than English in all instances and people not abiding by the law may be prosecuted. Is the English-only law is implemented; it would affect services like health, job opportunity, education and social welfare. This law applies primarily to government operations however; such laws may also be enacted upon private establishments. The proponents of English-only advocates have opposed to the usage of multilingual operators in telephone call centers and multilingual directories. However, their greatest argument is that this will ensure unification of the US.

In certain cases, the Supreme Court upheld the decision of the lower court to allow English to be the only language to be used in workplace. For instance, the Equal Employment Opportunity Commission (EEOC) and the Justice Department “led an amicus curiae brief on June 1, arguing that the Court should hear the case because of errors in the decision of the 9th Circuit. The appeals court reversed a district court’s summary judgment holding that an English-only work rule, put in place by Spun Steak Co., had discriminatory impact on Hispanic employees, and that the rule was improper because the plaintiffs had proposed a number of less burdensome alternatives to the English-only rule.” (EEOC, 1994) Thus they pointed out that if this law is implemented it will contradict Title VII of the employment discrimination act and EEOC Act.

In 1998, California made English its official language when the state is expected to have a Hispanic majority (Marshall, 1998). The English only received 61 percent vote and the voters decided to do away with bilingualism known as Proposition 227. However, it received no support from the governor, the President and the courts. A similar situation arose in New Mexico too (USA Today, 2007).


English-only debate has assumed new colors recently and has gained a lot of political and media attention. However, there are supporters for the same, but the law is enforced will violate many of the historical law, which has been upheld by the US constitution like the EEOC Act and Title VII. Therefore, this law has not yet been enforced in the country even though it has gained affiliation in some states.


Brandes, T. (2009). Rethinking Equality: National Identity And Language Rights In The United States. Texas Hispanic Journal Of Law & Policy 15(7) , 7-50.

Collings, A. (1997). Justices Skeptical Of English-Only Law.

EEOC. (1994). EEOC Disappointed In Supreme Court Decision Not To Hear ‘Speak-English-Only’ Work Rule Case. Web.

English-Only Laws. (2005). West’s Encyclopedia of American Law.

Marshall, A. (1998). California votes for English-only schooling.

Phillips, A. (1997). The English-only debate. Maclean’s 110(18) , p. 42.

USA Today. (2007). Richardson: English-only debate ‘bow’ to front-runners.

Path-Goal Theory Of Leadership

This theory can best be used to describe my approach to leadership. When working with a team, a leader who has adopted this theory provides support to the members so that they can follow the prescribed direction towards achieving the set targets. This theory was developed in1971 by Robert House. The theory has an assumption that the leader supports the followers and reinforces their deficiencies as they work towards fulfilling the organizational objectives. The rationale behind this theory is that the leader has a clue on the path the followers are supposed to follow to arrive at the desired ends. The leader, therefore, gets involved in different behaviors that are necessary to assist the followers in achieving the goals of the organization. (House et al, 1974)

This theory of leadership is of advantages first because it promotes good working relationships between the leader and the members. Secondly the opinions of the members are included in decision making. There is also guidance and advice being given to all members as they undertake their roles. The supportive behavior demonstrated by the leader is significant in satisfying members especially during challenging situations.

However this theory has disadvantages of setting challenging goals which might end up not being achieved by the members especially when they lack enough motivation. This theory also carries the risk of a delayed decision-making process because the leader has to do a lot of consultation before coming up with a major decision.

Most of my behaviors as a leader are closely associated with the path-goal theory. The people I have worked with confessed on many occasions to have improved on their performance as a result of my guidance and advice. I have lead teams towards achieving specific goals in the organization. There was a time we set very high sales targets and as a leader I was supposed to support my members in many ways for instance financially, I assisted my members during times of need. This helped to keep them moving and reaching out to more customers. In the end we celebrated the sales achievement and we were rewarded greatly for our good job. In my position as the leader I could not just watch my followers go astray when we all anticipated good results in the organization we worked for. Helping my followers to see the sense of direction in work was my responsibility and I treated everyone with a lot of respect knowing that everyone has the potential to deliver. (Evans, 1970)

In working with teams I was able to identify weaknesses in individuals. From this point I was able to work together with the individual’s weaknesses in overcoming them and helping the individuals to perform and have their contribution in the achievement of the objectives. However there were challenges with my approach to leadership. This is because in some instances the views of individuals were differing and were many. It was difficult on some occasions to arrive at a consensus during consultations.

Whenever my leadership style is described by other people the adjective caring should be used. This is because in my leadership I minded about the welfare of my members. It was my concern that they be in a good working state physically and psychologically.

Passionate is another adjective the describes my lead character. This is because I loved my job and I wanted the best out of it. This is what drove me into supporting my members so that we could achieve the desired results together. I was not just interested in a good salary or promotion but I desired to see individuals develop professionally and financially as the organization benefited.

People should also describe me with the adjective, charismatic.

Throughout the course I have undergone an evolution towards more information, knowledge and better leadership approaches. The teaching plus group interactions have influenced my approach towards leadership. Ethics of leadership in the organization have also been acquired in the course of my study. The value of other people and their unique ways of contributing towards an organization’s success has been acquired.

My main weakness in leadership was the lack of confidence during challenging situations and being too generous at times. This has made me lose out especially when it comes to offering myself as a sacrifice during times when mistakes have been made. The course has helped me especially in learning how to share risks and blames over errors committed by some of my followers.

As a good leader my statement is that I would always offer my service through both challenging and easy situations so as see people grow professionally and the organization makes profits.

In the years to come I would like to be described as courageous by my followers. This is because as I acquire enough experience with working as a leader I would develop adequate confidence to confront more challenging tasks and situations. I would also be described as influential by the products of my leadership styles. Through my leadership behavior and character I would be able to influence people into having the same viewpoints about leadership. Through my caring attitude, many people would have achieved a lot at the individual level as a result of leadership. They would therefore attribute their success to my leadership techniques. I would wish to remain charismatic in the future as I exercise my leadership roles. This is because I would like to have a great impact on most people’s lives through my leadership. My style of leadership should inspire many people and make me a mentor and a role model for upcoming future leaders. My leadership would have changed and improved to a great extent.

At my retirement party my friends would describe me as follows.

He was a selfless and hardworking leader who would deny himself only to see his followers succeed in their roles towards the organization. He was prudent and made informed decisions after consulting the majority of members of his team. He was liked by many employees because of his supportive nature and commitment to the success of the organization and individuals. This attitude made him approachable to most of the people he worked with.

He, therefore, leaves behind a legacy that the current crop of leadership must strive to maintain for continued success in the organization. Leaders who are challenged in their roles have a lot to learn from the character and behavior of this successful leader. The organization shall endeavor to recognize and appreciate such good leadership with greater rewards in the future. Therefore congratulations on being the best leader in the organization.


House, Robert J.; Mitchell, T.R. (1974). “Path-goal theory of leadership”. Journal of Contemporary Business Vol.3: l-97.

Evans, M.G. (1970). The effect of supervisory behavior on the path-goal relationship. Organizational Behavior and Human Performance, 5, 277-298.

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