Conflict Can Be Good by Barbara Baggerly-Hinojosa

With over one third of our public high school students failing to graduate each year, we are beginning to realize the effects of undereducated citizens in our communities.  

Many of our students are driven away from school for a variety of reasons, one of which may have originated from conflict. 

We have always heard that we should avoid conflict, that conflict isn’t good, and that conflict is a sign of an organization or family with troubles.  According to George Kohlrieser, author of Hostage at the Table, constructive conflict is actually a good thing.  Kohlrieser describes constructive conflict as that which we can learn to manage so that the idea of conflict has a positive rather than negative connotation.

“Conflict can be defined as a difference between two or more persons or groups characterized by tension, emotionality, disagreement, and polarization when bonding is broken or completely lacking.”  At the root of all conflict is a broken relationship.  The content of the conflict is generally not the problem.  We must realize that, in the end, all conflicts can be resolved.

Conflict must be seen as a challenge, a problem to be solved, an opportunity, and something positive.  Conflict can reflect a certain kind of energy and commitment to a team or organization.  Many teams and groups can become high performing as a result of the candid discussions that occur during conflict.  

Leaders, teachers, parents, coaches, etc. must learn to like handling conflict because it is a natural part of human relationships.  Handled well, the differences between people can lead to creative problem solving and higher performance that can lead to personal and professional growth.

Learning to manage conflict can help us all live richer lives.  When we understand the constructive aspects of conflict, we are better able to manage and deal with it.  As we all work to improve our schools and our communities, lets try to resolve conflicts, keep students in school, and build our relationships with others.

Here are some points to remember when dealing with conflict:

• Discuss the issues.  Lay everything out on the table and discuss the conflict.
• See the positive.  As you go about your day, look for friends not enemies.
• Conflict is a source of creativity.  Recognize that conflict can be a major source of creativity and a potential for innovation.

Barbara Baggerly-Hinojosa is a wife, mother, and educator living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC. and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com , visit www.leadershipempowermentgroup.com, or follow Leadership Empowerment Group, LLC. on Facebook.

What If YOU Could Solve the Dropout Problem? By Barbara Baggerly-Hinojosa

It has been shown that the drop out problem affecting our youth is an issue that calls for action.  The National Center for Education Statistics reported that in the fall of 2009, about 75.2 million people were enrolled in American schools and colleges. 

About 4.7 million people were employed as elementary and secondary school teachers or as college faculty, in full-time positions.  There are about 5.4 million professional, administrative, and support staff in educational institutions.   

They also report that there has been a 26% increase in public school enrollment since 1985.

In other words, there are now about 49.8 million students enrolled in public schools. It is interesting to note that there was a decline (12.4% to 10.5%) in 2009 in elementary and secondary students enrolled in private schools. The 2009 statistics are anticipated to forecast an 8% increase in public secondary school enrollment between 2009 and 2018.

For the 2008-2009 school year, it was projected that a little over 3 million high school students are expected to graduate (receive diplomas). The 2009-2010 projection will see a lower number graduating.  An alternative to graduating is the obtaining of a GED (General Educational Development).  As of 2008, 469,000 passed the GED test which is an increase from 2002.

High School Dropouts are 5-8 times more likely to become incarcerated.

Despite numerous articles and reports concerning dropout rates, the 2009 National Center for Educational Statistics reports that percentage of dropouts among 16-24 year olds has decreased over the past 20 years.  Although there was a decline in dropout rates for Blacks and Hispanics, they were still higher than rates for Whites.

The lack of a high school diploma can be the cause of various social problems such as poverty, unemployment, higher suicide rates, higher dependence on government assistance and participation in criminal activity.  In order to remedy this problem, changes in policy along with changes in educational cultures and expectations regarding has to take place.

The following recommendations are made to address the drop out problem:

•      What would happen if the drop-out age was increased from 16 yrs. to 18 yrs of age?

•      What would happen for those students who are identified as “potential drop-outs” or “at risk”, be offered a different or flexible or a more challenging curriculum that best suit their needs?

•      What if school districts would hire counselors who actually had time to counsel students and school social workers who could work with students and their families? 

•      What if in the freshman and sophomore year, teachers, counselors, and social workers would work more closely with students? 

•      What if school leaders would unite and challenge leaders who are making decisions for schools concerning “drop outs”? 

•      What if schools would have reduced classes so that students would pay more attention and receive more assistance?

•      What if school leaders would reduce the workload requirements of freshman and sophomore teachers so that they could dedicate more time and attention to “at risk students”?

 Thank You for Reading and Sharing!

Barbara Baggerly-Hinojosa is a wife, mother, and educator living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC. and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com , visit www.leadershipempowermentgroup.com, or follow Leadership Empowerment Group, LLC. on Facebook.

Importance of Education in Individual Success by Barbara Baggerly-Hinojosa

America’s expectation that all students will graduate from high school has increased throughout the 20^th century and continues to be a focus for educational policies in the United States.  High school graduation rates have gained increasing prominence as a key issue in educational policy since the No Child Left Behind Act (NCLB) was passed into law in January 2002. The NCLB has generated a great deal of research regarding high school dropouts.

Marian Wright Edelman, Founder and President
Children's Defense Fund

According to the Children’s Defense Fund, researchers agree that every nine seconds a student decides to permanently leave high school prior to graduation.  This early exit from high school has forced policymakers to investigate and research the educational, economic, and civic impact of dropouts on society. 

A high school diploma has long been regarded as a requirement for economic and social well-being. Generally, the higher levels of education an individual has, the higher the income, the more stable the employment, and the less the individual is dependent on public assistance.

The decision to drop out of high school is rarely caused by one event.

Many students show warning signs years before they leave high school. Whatever the causes, a decision to drop out of high school can have future negative effects on the individual as well as society. 

Every year, more than one million United States students decide to drop out of high school.  These dropouts are unprepared for meaningful work or postsecondary education.  Our communities can no longer afford to allow this trend to continue. 

We All need to work together to keep children in school and improve the well being our communities.  

Here are some things you and I can do to help:

• If you are a parent and you want your child to graduate on time and prepared for college, talk to your child’s teachers and counselors to ensure that he/she is on track to meet the school’s graduation requirements.
• If you are a concerned citizen, attend local school meetings to gather more information of what your local high school reform efforts are.
• If you are an educator, pursue professional development opportunities that present new ideas about high school curriculum and instruction.  Have an open mind.

Barbara Baggerly-Hinojosa is a mother, educator, and wife living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com.

The Crisis: High School Dropouts and the Effect on our Communities by Barbara Baggerly-Hinojosa

The United States, once the world leader in graduating students from high school, is in an “unrecognized educational crisis,” according to former United States Secretary of Education Rod Paige (Amos, 2008). Bill Gates calls United States high schools “obsolete,” while Oprah Winfrey has said that the nation is in a, “state of emergency” because of them (Amos, 2008).

President Barack Obama issued a challenge to the American people. The Presidential challenge was for every American citizen to become actively involved in improving the K-12 public education system. Even though President Obama reported that students themselves are responsible for their educational progress, he challenged all Americans to embrace this responsibility as well. “It’s up to all of us,” he said.

This educational challenge came to the American people during a troubling time in our nation’s schools. Each year, nearly one-third of all public high school students (and almost one-half of minorities) fail to graduate from high school with their class.  High dropout rates have negative consequences for dropouts themselves, our economy, and the civic fabric of communities.

Dropouts are much more likely to be unemployed, living in poverty, receiving public assistance, in prison, on death row, unhealthy, divorced, and single parents with children who drop out from high school themselves (Bridgeland, et al, 2006).  Cities and states with a large number of high school dropouts find it more difficult to attract new businesses.  At the same time, high dropout rates produce additional spending on social programs and the criminal justice system which, ultimately drain state and federal budgets.

The more dropouts we have, the less human potential and tax revenues we generate.

Dropouts are less likely than others to be employed, more likely to receive public assistance, and much more likely to be incarcerated (Princotta, 2009).

Each high school dropout costs the public approximately $209,100 over a lifetime.  Altogether, dropouts cost the United States more than $300 billion per year (Amos, 2008). In addition, communities with high dropout rates experience a less vital democracy and a weakened ability to compete in the global economy.

Our nation can no longer afford to lose students at these rates every school year. The public high school dropout situation is nothing short of a crisis. Addressing the dropout crisis is one of the most effective ways we can support long-term economic growth in our nation.

We all can take on a leadership role in making sure our community supports access to quality education for all our children.

The following tips just may help a child stay in school:

• Support local schools – volunteer at a school, support school fundraising efforts, and hire local high school graduates.
• Interact with local young people – when you are out and about in your community, ask local young people what school they go to, how they are doing, what their goals are, etc. 
• Get involved in decision making – work with local leaders to help develop policies and procedures that promote keeping students in school.

Amos, J. (2008). Dropouts, diplomas, and dollars. Washington, D.C.: Alliance for Excellent Education.

Bridgeland, J.M., Dilulio, J.J., Jr. & Morison, K.B. (2006, March). The silent epidemic: Perspectives of high school dropouts. Civic Enterprises.

Princotta, D., Ryena, R. (2009). Achieving graduation for all.  A governor’s guide to dropout prevention and recovery.

National Governors Association Center for Best Practices.

Barbara Baggerly-Hinojosa is a mother, educator, and wife living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com.

Top 10 Ways to Both Teach and Treat Children with Respect: Conscious Appreciation Tip Sheet #2

by L. LaShawn Erby

1. Do not ever put them down or make fun of them. Try not to raise your voice excessively. It's disrespectful and will defeat your purpose, not to mention over time, it's completely ineffective.

2. Listen attentively to what they tell you and pay attention to the body language of what they are not saying.  If you don't, over time they won't be as likely to share with you.

3. Take their ideas, dreams, suggestions and opinions seriously.  Then respond accordingly.

4. Respect their feelings and each child's unique personality and identity.

5. Insist that they show respect to others.  This is most often taught by your own actions.

6. Be patient - whatever that looks like for you, make an effort to improve by being even more understanding.

7. Show appreciation by being generous with genuine compliments.

8. Focus on strengths by commenting often on what is done well.  Once you know the challenges of this young person, make an effort to help him or her get the support they need to be a success.

9. Show confidence in the young person by encouraging him or her often.

10. Be authentic and be consistent!

(Caution: All of these suggestions may prove useful with adults, too!)

What can a Black girl do? by Sharon Watkins-Jones

And it all begins with a little mouse. *** Photo: S Jones 2006

Ten years ago, my four-year old daughter and I were extremely excited about a pending trip downtown to enjoy Houston Ballet’s rendition of our perennial favorite, The Nutcracker. Our family had only been living in Houston for about six months, but one of the first things we did was to enroll our baby girl in ballet classes at Margo Marshall studios. We had known since she first donned a tutu, at eighteen months, that ballet was her thing. Our pretty princess twirled and tiptoed in her sleep.

Our daughter had already taken dance lessons for two years, in our previous hometown, Austin, and she already had attended two Nutcracker performances of Ballet Austin. This toddler was no novice to the art of ballet or to theater performances. She scoffed at any seat beyond mid-orchestra level and had many ticket stubs in her tiny sequined purse, shaped like a ballet slipper.

We met a nice mother and daughter at the new preschool and the girls got along so well (twirling and tiptoeing on the playground each day) that we were invited to join them for The Nutcracker. They bought the tickets, picked us up and we scurried downtown in our finest holiday apparel for an elegant evening at the theatre.

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Sharon is a community college administrator, former special education teacher, wife of 17 years and mother of two school-age children in northwest Houston. Her primary interests are family-inclusive culture and arts, travel, politics, historical literature, Texas Longhorns and all things Disney.