Alert against school violence
Introduction
School violence, in part, is due to the numbing of the violence of the society in which it is lived (Estrada). It has been observed that teachers usually have difficulty solving indiscipline problems and have naturalized and considered as necessary some aggressive ways of acting such as screaming and threatening students with reporting or expelling them Cubas and Sarmiento.
Studies such as Espelage et al, have found that the attitudes and practices of teachers are a variable that can affect the level of violence that classrooms are lived and at the same time increase aggression against teachers themselves. It has been observed that there is a relationship between the high levels of stress of teachers with the use of violent measures for the management of school discipline (SSENYONGA, HERMENAU, NKUBA, and HECKER).
Developing
It has been found that the emotional support that teachers can provide to their students helps to reduce the negative effect of the circumstances of violence in which students live (Romero, Hall and Cluver) Karcher, states that school violence is more related tothe disconnection of teachers who with the disconnection of the school.
The evidence shows that some teachers with years in service try to understand the problem of violence in students. They through empirical and intuitive knowledge obtained through their years of experience in the classroom act as possible to support students. However, they face a great challenge when trying to meet the needs of students in violent spaces (Kinkead-Clark).
The production of studies focused on analyzing the resources and capabilities that the new teachers have when they finish their teacher training is scarce. (Álvarez-García, Rodríguez, González-Castro, Núñez and Álvarez). Among the studies that have been carried out with future professors in Anglo-Saxon countries (Nicolaides, Todo and Smith; Bauman and del Río) and Spain (Benítez, García and Fernández; Álvarez-García, et al.)
It has been evidenced that teachers do not feel able to face cases of school violence. Teachers need to acquire knowledge and skills about the problem. However, they are expected to be able to prevent school violence (Sibel). Most educational change strategies focus mainly on professional development sessions. These strategies do not fight directly with existing cultures within which new values and practices may be required.
Teacher training does not prepare teachers for classroom realities. For both the beginner and experienced teacher, the problems of control and discipline in the classroom are one of the main concerns (Fullan). The studies that deal with the issue of school violence and that focus on future teachers, have focused mainly on the skills they have to manage cases of violence.
Thus, the evidence has shown that these do not have the necessary resources to properly deal. Gomes and Pereira, found that the people who are training to be teachers are not prepared once they are in front of the students of students. This is because teachers training schools prepare them to teach in ideal environments.
However, in reality they find a series of obstacles that have not been considered. It is very important that teachers and future teachers are aware of the problem and acquire skills to face it (Sibel). However, there are no data that indicates whether teachers at the time of starting to exercise their profession have adequate training to properly detect and solve the problems of school violence.
Therefore, the analysis of the knowledge, skills, techniques and beliefs of teachers of Public Sonora schools is necessary to face the cases of school violence. As Álvarez-García et al mention. One of the measures to solve and prevent the problems of coexistence that arise in schools, is that the teaching staff know the procedures and have the tools that are effective to face these problems. In addition to the initial training, teachers must continually be prepared in order to create a culture of peace in schools (Gomes and Pereira).
It is essential that teachers and future teachers receive a better initial training to handle situations that affect a healthy coexistence, since it has been proven that teachers have little knowledge to deal with problems of school violence (Álvarez-García et. to the). Espelage et al, mention that it is necessary that teacher training programs deal with various theories and practices for classroom management, as well as field experiences throughout the program. Countries must develop continuous and regular training policies with specific characteristics according to the different cultural characteristics (Sibel).
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