Teachers & Weapons

In: People

Submitted By Flame27
Words 3993
Pages 16
Teachers and Weapons in Schools
Jessica Rhodes
Composition II WI12
Instructor S. Cochran
February 10, 2013

In this paper, I will explore the controversial question of whether teachers should be allowed or required to carry weapons on school campuses. The question of whether the topic should be entertained has come up time and again after tragedies occur, the timeline of which will be summarized herein. The recent tragedy at Sandy Hook Elementary School in Newtown, Connecticut, that devastated the nation on December 14, 2012, has wrenched this debate crudely back into the spotlight. I will investigate different types of protective instruments that could possibly be used, as well as what types are used in schools that have such regulations. I will delve into the reasoning behind states that have implemented laws that allow teachers to carry guns in school and/or at school events. Included within are excerpts from this writer’s first-person interview conducted with Maria Otero-Ball, a kindergarten teacher in Albuquerque, New Mexico. As a teacher of children the same age as those involved in the Newtown tragedy, Mrs. Otero-Ball offers a first-hand view on the changes that she and the school have made following the tragedy, as well as her views on the practicality of weapons in the school. My goals in preparing this paper are to expand my thoughts on the subject, peruse the thoughts of others, and explore the statistics to provide a better overall understanding of the subject matter to myself and to my readers. During the research process, I found that a compromise on the types of weapons teachers should be allowed to carry would be the best option from my point of view. Keywords: teachers, weapons, school, tragedy, children

Screams of terror, cries of anguish, tears of sorrow, heartbreaking agony; the nation bore witness to all of these and more as…...

Similar Documents


...Every teacher in college is different; many have very different teaching habits. If every teacher was the same it would feel as if the students were being taught by robots; students would become very bored throughout the school day. When college students start school they are very nervous about how their teachers are going to act. College teachers can be broken up into three groups: positive, negative, and neutral teachers. The positive teachers are by far the minority of the three groups of teachers. Positive teachers are the most agreeable teachers. A positive teacher is one who seems interested in his or her subject and his or her students. The first thing a positive teacher does is try to learn all of the student’s names. This kind of teacher allows for questions and discussions in class and does not seem to mind if a student disagrees with him or her. A positive teacher shows his or her interest out of class as well. Not only is he or she available for conferences, but he or she encourages students to see him or her if they need help. The students tend to feel comfortable in the presence of this teacher. A good example of a positive teacher is one that always allows time during the class hour for some class discussion. Positive teachers, during conferences with students are always very polite and make as much of an effort as possible to make sure the student understands. The teacher will often show examples to help the student. The professor will go into deeper detail of...

Words: 859 - Pages: 4


...The dictionary describes proliferation as a rapid growth or production of new parts or cells. When referring to weapon proliferation, it needs to stop. While reading the article, I continued to notice the author was referring to small arms and light weapons as different entities, and I don’t really understand the difference. When doing further research I found; “Small arms and light weapons are man-portable weapons made or modified to military specifications for use as lethal instruments of war. Small arms are broadly categorized as those weapons intended for use by individual members of armed or security forces. They include revolvers and selfloading pistols; rifles and carbines; sub-machine guns; assault rifles; and light machine guns. Light weapons are broadly categorized as those weapons intended for use by several members of armed or security forces serving as a crew. They include heavy machine guns; hand-held under-barrel and mounted grenade launchers; portable anti-aircraft guns; portable anti-tank guns; recoilless rifles; portable launchers of anti-tank missile and rocket systems; portable launchers of anti-aircraft missile systems; and mortars of calibers less than 100 mm (Small Arms and Light Weapons SA/LW).” Although there is a difference between the two, I can agree that both are detrimental to the safety of the world and innocent bystanders to the “new business of war.” Small arms have become one of the main components in war, and according to Global Issues,...

Words: 557 - Pages: 3


...The article I chose was “Teachers Carrying Guns: Debate Follows Sandy Hook Shooting”. In the article the author states that one of the teacher find it absurd that any one would want teacher to have guns in school. He argues that carrying guns in school goes against the main reason he became a teacher. He states that a focus on guns ignores other factors in school violence, such as mental health screening and counseling (huffingtonpost.com). He also stats that the school preaches no violence and to have teacher carry fire arm this will send the wrong message. I will have to is agree with the author because I believe that if teachers did carry guns then this will cut down on the amount of school shooting that have been happening. My reason for this is because if the shooter was aware that every teacher in that school had a gun then he will think twice about going into the school and shoot. Most of the time when criminal commit crimes against people who are not able to defend themselves. They’re very few crimes that are committed against some one with the same type of weapon. I think this will give the shooter a second though because most of these people always commit suicide but if he was to be shoot before he got the chance to hurt some one then they will not do the crime because most of these criminal want to kill whomever they are after then kill themselves. Some of the points that the author made are valid reasons but I also believe that this will teach the kids...

Words: 387 - Pages: 2

Nuclear Weapons

...24 March 2013 English 105 Abolition of Weapons of Mass Destruction Leading to the instantaneous deaths of over 140,000 people in Hiroshima and Nagasaki in 1945, nuclear weapons are the most dangerous and unnecessary hazard for not only the United States, but all nations around the world (Cimbala 51). Weapons of mass destruction (WMD) including nuclear weapons, were deemed “totally irrational, totally inhumane, good for nothing but killing, [and] possibly leading to the destruction of life on Earth and civilization” by Ronald Reagan at the formation of the nuclear age (Shultz 2). Nuclear weapons cost the United States enormous amounts of money every year, result in the proliferation of nuclear weapons to other nations, concentrate power undemocratically and risk nuclear accidents; therefore, should be utterly eliminated. United States spending not only includes the manufacture of weapons, but also upkeep of the weapons, compensation for the fallout when testing the weapons, compensation to citizens with radiation exposure, emergency locations for citizens, recovery and waste disposal efforts, and defense spending. According to the Brookings Nuclear Weapons Cost Study Project the United States disbursed an estimated $35.1 billion on all U.S. nuclear weapons and weapon related programs (Schwartz 7). $14 billion is set aside to maintain and house the nearly 20,000 nuclear weapons across the United States (Kimbrell 1). If these weapons were eliminated billions of dollars......

Words: 918 - Pages: 4


...Chad Segersten EDA-551 Supervision and Instructional Leadership 12 June 2013 Classroom Visitation The main purpose of the observation and visitation was to examine the teaching styles of a novice and veteran teacher. One of the main differences I was familiar with was the distinct age difference. Going into the visitations I was curious as to if the age difference would show through their teaching styles. Both settings were in a 5th grade classroom and within the same elementary school. The first visitation took me to an “older” style of classroom. This veteran teacher was very stern and was very set in procedures throughout the day. I noticed the classroom schedule was displayed in very large text and was located in an area that was very noticeable. The teacher presented a short ten to fifteen minute lessons in math. After she presented the lesson, students asked clarifying questions and then were set to work on a worksheet with partners. The teacher did not move throughout the room for assistance, but she did offer the chance for students to come to her for assistance. Examining the younger, novice teacher, I noted a completely different classroom environment. As I walked in, I noticed I was observing partway through the lesson. Students and teacher were both involved in classroom discussion. Students were working to formulate their own understanding and formula for solving for the area of a square. The best and most interesting aspect to my visitation was......

Words: 405 - Pages: 2


...Responses | My AnalysisValues Reflected | My AnalysisPhilosophy Reflected | My ReflectionsComments/Reactions | Teacher 1 | | | | a. Why teach | Values-oriented | Existentialism | His goal in teaching is to mold his pupils into a good person not just outside but also inside him/herself. It is not only limited on the concept of what he teaches but he is also teaching varied paths that his pupils may take in life. | b. What to teach | Enthusiasm | Progressivism | His teaching is experiential method since he relates his lesson from his experiences. | c. How to teach | Dedication | Progressivism | He teaches his pupils to live fully now through his lesson with dedication to his work since pupils are still focus on their child life | Teacher 2 | | | | a. Why teach | Versatility | Progressivism | Her goals in teaching are to develop her learners into becoming enlightened and prepare them to be educated citizen to help progress our country. | b. What to teach | Open-mindedness | Behaviorism | She wants to teach her pupils both academic and values not just a good pupils but a good person in the society. She wants to prepare her pupils to become a good individual when they grow up. | c. How to teach | Open-mindedness | Progressivism | She wants to develop her pupils their intellectual skills and abilities as individual. | Teacher 3 | | | | a. Why teach | Enthusiasm | Essentialism | She emphasizes on academic content for students to......

Words: 320 - Pages: 2

Weapon Control

...Weapons Under Control English 115 September 2, 2011 Weapons Under Control If I had the resources or power to change one societal issue, I would like to change gun control. Weapons are a major issue facing the world today. Regardless of whether it is arms control or guns control, weapons cause a lot of turmoil and deaths among military wars, children, domestic violence, and mentally disturbed. There should be laws in place to limit weapons or ban them altogether. The world today has a major issue with arms control because a war can really destroy every living thing. So to control weapons we have to find out who has the weapons. Weapons such as, nuclear weapons, biological, chemical, and small arms, we need to control them in order to prevent the weapon problems. The lives of innocent people are continually threatened by war, and responsible governments and concerned citizens must continue to devise ways to combat violence. In a meeting with President Obama, Jim and Sara Brady visited the White House and in the meeting President Obama told them that he was working on the new gun control schemes “under the radar” (Norris, 2011, p1). The main concern in our society today is guns control. On July 2, 2010, three year old Jayden Gayle Simmons was......

Words: 1568 - Pages: 7


...Some teachers are helpful and understanding, others are overly demanding and mean. Some give you invaluable life lessons, and others do more harm than good. And yet, even the latter ones facilitate your learning process, albeit in their own convoluted way. Teachers are supposed to help us learn certain subjects, but they often do more than that. They give us an idea of what the real world would be like. Good teachers do that consciously, while bad teachers do that involuntarily. Teacher plays an important role in education of every student. There are many opinions about what are the qualities of a good teacher. Somebody think that it is knowledge of the subject, but there are those who claim that charisma is more important. Personally I think that personal qualities of the teacher are importantly than education. To begin with, teacher must to know how to draw students’ attention, and fun teachers can do it. Also, good teacher should be able to tell interesting stories about life that relate to the subject. It is difficult to understand information, if the teacher says without enthusiasm in a boring monotone voice. No doubt that nowadays teacher is not only a conductor of knowledge but a person who is responsible for the future of his or her students. That is why teacher must be reliable and responsible person. A good teacher is that teacher who is able to find an individual approach to each student it is very important try to find abilities in every child. In contrast,......

Words: 621 - Pages: 3


...altercation with a classmate. As the classroom teacher began intervention, FL began to verbally attack the teacher, and then began to threaten the safety of the teacher. This paper will discuss the breakdown of the handling of this situation, and the final result, the consequence, that the student, FL was given, and the rebuttal on the part of the parent. FL is a Special Education student in a regular education classroom. FL’s learning disability revolves around reading, and reading comprehension. FL has also been diagnosed as having ADHD by a neuropsychologist. Once a week an Instructional Aide goes into the classroom to work with FL in a one-on-one method on his assignments pertaining to reading, and reading to answer questions. This is done in the general education classroom, and at other times it is done in the vacant classroom. There is a current IEP on file and the regular education teacher is well aware of the goals and guidelines spelled out in the IEP. FL is also an English Language Learner (ELL), and he is on Probation for incidences that have occurred outside of school hours. The classroom teacher had just completed her lecture and question and answer on the U.S. History assignment. While she was circulating the room checking for understanding she heard a conversation between FL and another regular education student, (SB), also male. It was obvious they were not discussing the assignment, and more obvious that if the teacher did not curtail the conversation that......

Words: 1570 - Pages: 7


...The right to bear arms. I) History of guns in USA. a) Colonisation. The united states was forged through a war of independance and a civil war which turned into a united nation. The conquest of the whole territory was achieved through wars against indians and spanish. But they had to be protected from the wild animals, they had to hunt … Then they all had to defend themselves and the country against the ennemies of the country. After the revolution war, everybody had a weapon. Militias had the job to protect the community, it was not real army or police, but just citizen that care about security. Prior to the American Revolution there was neither budget nor manpower nor government desire to maintain a full-time army. Therefore, the armed citizen-soldier carried the responsibility. Service in militia, including providing one's own ammunition and weapons, was mandatory for all men. But the real change occured with the civil war. It was the first time that huge military forces were involved in a conflict. Gun manufacturers started taking orders from the union and the confederacy. When the war was over, the soldiers were allowed to take their guns home. b) 2nd amendement. The Second Amendment was adopted on December 15, 1791, as part of the first ten amendments comprising the Bill of Rights. Many states or cities tried to avoid guns, but it never succeed, and the suprem court always make unconstitutional the bans. The plaintiff in Heller......

Words: 727 - Pages: 3


... MEDIEVAL WEAPONS Other Titles in ABC-CLIO’s WEAPONS AND WARFARE SERIES Aircraft Carriers, Paul E. Fontenoy Ancient Weapons, James T. Chambers Artillery, Jeff Kinard Ballistic Missiles, Kev Darling Battleships, Stanley Sandler Cruisers and Battle Cruisers, Eric W. Osborne Destroyers, Eric W. Osborne Helicopters, Stanley S. McGowen Machine Guns, James H. Willbanks Military Aircraft in the Jet Age, Justin D. Murphy Military Aircraft, 1919–1945, Justin D. Murphy Military Aircraft, Origins to 1918, Justin D. Murphy Pistols, Jeff Kinard Rifles, David Westwood Submarines, Paul E. Fontenoy Tanks, Spencer C. Tucker MEDIEVAL WEAPONS AN ILLUSTRATED HISTORY OF THEIR IMPACT Kelly DeVries Robert D. Smith Santa Barbara, California • Denver, Colorado • Oxford, England Copyright 2007 by ABC-CLIO, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data DeVries, Kelly, 1956– Medieval weapons : an illustrated history of their impact / Kelly DeVries and Robert D. Smith. p. cm. — (Weapons and warfare series) Includes bibliographical references and index. ISBN-10: 1-85109-526-8 (hard copy : alk. paper) ISBN-10:......

Words: 118320 - Pages: 474


... Contents 1 THE ROAD TO BEING A TEACHER 2 The Visionary Ma. Elena Eleperia 6 Adapting to Students Felecitas Pado 9 Discipline and Perseverance Maria Utanes 12 Teacher Aurelia Ballitoc: This is My Story Aurelia Ballitoc 16 Living in the Crossroads: From a Chemical Engineer to a Teacher Mary Lyn Dominguez 2 An Impulsive Decision Nancy Pascual 18 COMMITMENT TO THE TEACHING PROFESSION 24 Transforming People’s Lives: Inside and Beyond the Classroom Mohana Ratnam-Eswaran 28 The Vision to Help the Philippines Rogelio Opulencia 3 A Teacher Until the End Allan Canonigo 36 RESEARCHING FOR THE BETTERMENT OF STUDENTS The Urge to Serve Aurora Zuñiga 42 Am I Really an Action Researcher? Saowanee Yuthtamanop 48 4 INITIATING CHANGE THROUGH INNOVATIONS AND TECHNOLOGY Knowing One’s Students Trixie Marie Sison Innovating for Development Maria Eljie Mabunga 59 Technology and Innovations: Tools for Better Understanding Ester Raagas 63 Introducing a Paradigm Shift through Innovations Glendale Lamiseria 66 Polishing Diamonds: How Datuk Yap Transformed Tawau Technical School Mary Yap Kain Ching 73 The New Chalk and Talk Norizan Ahmad 83 Haji Alias Abu Bakar Stewardship at MKJB: Leveraging on Partnerships for School Success Haji Alias Abu Bakar 5 54 87 THE IMPORTANCE OF LANGUAGE IN EDUCATION 104 Medium of Instruction in Teaching: A Critical Tool for Understanding Ma. Isabel Pefianco-Martin 6 Not the Typical 21st Century Teacher Schedar......

Words: 40054 - Pages: 161

Chemical Weapons

...INTRODUCTION The following research paper has been compiled to provide an insight into Chemical Weapons (CW). It deals with the description and the usage of various chemical reagents used by various countries and their negative effects. The following also shows the policies of countries towards chemical weapons, their stockpiles and their lethality and disposal. The following report also shows the history of chemical warfare, their demilitarisation, proliferation and the various councils set up to reduce their use. It also includes a news release by the sunshine project on the use of chemical weapons by the US military. All in all it tells you everything about chemical weapons and explosives. Chemical Warfare Chemical warfare (CW) involves using the toxic properties of chemical substances as weapons. This type of warfare is distinct from Nuclear warfare and Biological warfare, which together make up NBC, the military acronym for Nuclear, Biological, and Chemical (warfare or weapons). None of these fall under the term conventional weapons which are primarily effective due to their destructive potential. Chemical warfare does not depend upon explosive force to achieve an objective. Rather it depends upon the unique properties of the chemical agent weaponized. A lethal agent is designed to injure or incapacitate the enemy, or deny unhindered use of a particular area of terrain. Defoliants are used to quickly kill vegetation and deny its use for cover and concealment. It...

Words: 8182 - Pages: 33

Medieval Weapons Medieval Weapons

...Outline I. Introduction II. Knights Weapons A. Topic sentence B. Used Swords C. Used heavy artery D. Conclusion III. Castle (Defense and Offense) A. Topic sentence B. Trebuchet C. Catapult D. Cross-bow E. Conclusion IV. Coat and Arms Weapons A. Long-bow B. Flail C. Mace D. War hammer E. Conclusion V. Final Conclusion Medieval Weapons C. Wilburn 2 Have you ever wanted to know about the weapons knights used? Well the knights used different things including battle axes, bow-and-arrows, and catapults. Some were used by different people though. Some spent years of training, while others spent just a year. Some knights had armor while others didn’t. But the kind of weapons in use was the types of weaponry of the Medieval Ages. All in all, the knights had some good weapons. Medieval knights used some cool weapons. Usually when knighted, the knights would get spurs which are sharp spikes behind the heels of the knight’s shoe, to guide the horse, a shield to protect themselves in battle, and a sword to fight with. Some swords could be the slashing swords that were flat and wide sharp-edged swords to make a very destructive blow. Later in the Medieval Ages, sword makers would make thrusting swords which were longer and more pointed than slashing swords. The point of the sword can fit between armor of the......

Words: 729 - Pages: 3


...and weapons has been represented in all of the visual arts. Throughout our textbook I have interpreted the recurring theme of tools and weapons in the arts. From the opening chapter we examine "Perseus Holding the Head of Medusa" Fig. 0.1 (Sporre 12). His relationship with his weapon appears both proud and protective as he positions his sword away from his body opposite it's target – the head of Medusa. It almost seems as if Perseus has stepped in between a fight amongst two quarreling school children, holding his weapon aside as the innocent party and the head of Medusa as the instigator. And though this piece is anatomically from a distance, a closer look reveals many details were left out; nipples, eyebrows, etc. However, the handle of the sword seems to have an abundant of detail in the decoration. This indicates the artist put considerable thought into this weapons appearance. Later in chapter one, we are reminded that cavemen did not invent the wheel. In "Ashurnasirpal II killing lions" Fig. 1.6 (Sporre 37), the rendering of an early Sumerian chariot clearly highlights the magnificent tool as utilized for transportation. Note the fine lines, the intricate detail on the hub of the wheel, and even detail on the spokes. When taken as a whole, the wheel in this carving is more prominent than the people riding in the chariot. Again, in chapter two, we find another piece where the weapon ends up being the center of focus. It is difficult to tell if any one work of art......

Words: 306 - Pages: 2