[The activity of "respecting everyone" in primary and secondary schools in new york and its enlightenment] Respecting everyone is a kind of education.

Joel I.Klein, director of the New York City Education Bureau, and Christine M.Quinn, spokesman of the new york Municipal Committee, both announced on March 8, 21 that March 8-March 12 this year was the first annual "Respect for All" activity week for public primary and secondary schools in new york, with the aim of promoting the city's primary and secondary schools to pay attention to respect for diversity and the importance of creating an inclusive learning environment for students. This move by the New York City Education Bureau is another effort by new york City to fight harassment, coercion or bullying caused by prejudice in primary and secondary schools due to race, color, ethnicity, religion, original nationality, gender, gender identity, gender expression, sexual orientation or disability.

first, the proposal of "respect for all" initiative

The "respect for all" initiative was not put forward this year. As early as September 27, the New York City Education Bureau began to put forward this initiative and did a lot of publicity work for it. In 28, the New York City Board of Education issued the Director's Regulation A-832, in which one of the policies explicitly put forward is that new york public schools provide a safe and supportive environment for all students, which will prevent harassment, coercion or bullying caused by prejudice against someone's race, color, ethnicity, religion, original nationality, gender, gender identity, gender expression, sexual orientation or disability, and any harassment, coercion or bullying caused by prejudice. The regulations explicitly require all public schools to make plans and take measures to ensure a safe and respectful school environment.

In order to make every student realize the importance of "respecting everyone" and achieve "respecting everyone", the New York City Education Bureau has specially produced a brochure entitled "Respecting everyone", requiring that every school year when students register at the school, the school must distribute this brochure to parents and students, and each student has one copy. Regulation A-832 requires that every school must prominently post a poster of "respect for all" where students, parents and faculty can see it, and the poster must have the name and contact information of at least one faculty member who is responsible for accepting all kinds of harassment, coercion and bullying caused by prejudice; The headmaster should report the list of persons appointed by the school to handle relevant complaints to the school and the Youth Development Department every year, and must also ensure that the contents of Regulation A-832 are specially discussed among the students, teachers and staff of the school at the beginning of each semester, so as to ensure that all students clearly know how to respect others and how to ensure their right to be respected. In addition, the New York City Education Bureau also organized training for relevant personnel. By the launch of the "Respect for All" activity week, thousands of teachers, parents' coordinators and other staff had accepted the "Respect for All" training program.

Second, the meaning of "respect for all"

The New York City Education Bureau wrote conspicuously in the brochure "Respect for all": "Respect for all means that new york public schools provide a safe and supportive environment for all students; Respect includes respect for a person or a sense of value or accomplishment, proper acceptance or courtesy, respect for the personal dignity of others, conditions for being respected or respected, and showing respect for others. Any harassment or discrimination against others is a sign of disrespect and is prohibited by the regulations of the Education Bureau. "

The brochure also clearly defines harassment or discrimination that belongs to disrespectful people: harassment or discrimination is one or more negative behaviors taken by one or more students towards another student or a group of students. Harassment or discrimination can be physical, verbal or social. Physical harassment includes physical injury or threats to cause harm to people. Verbal harassment refers to teasing, insulting or insulting someone. Social harassment refers to the purpose of insulting or isolating someone by refusing to accept peers or excluding them.

new york City's Standards for Discipline and Intervention Measures (hereinafter referred to as disciplinary guidelines) also clearly stipulates that students are prohibited from bullying other students for any reason, including modifiers related to race, skin color, ethnicity, religion, original nationality, gender, gender identity, gender expression, sexual orientation or disability, or insulting or intimidating with defamatory language. Violators will be subject to the corresponding disciplinary punishment stipulated in the disciplinary code.

III. Respect for Everyone Week

This "Respect for Everyone" activity week organized by the New York City Education Bureau has received strong support from the new york Municipal Committee, the new york Teachers' Union, the School and Youth Development Department, the School Supervision and Management Committee, and many public officials, religious leaders and community partners.

In order to make this activity week more effective, the New York City Education Bureau specially issued the Letter to Teachers and the Letter to Parents/Guardians of Students, introducing the significance of the "Respect for All" activity to students and society and the achievements made in the past two years, and asking all teachers and parents to actively cooperate with this activity. The Letter to Teachers encourages all teachers to integrate the message of "respect for all" into classroom teaching, and let students participate in meaningful and properly developed courses and other activities to prevent harassment, coercion and bullying caused by prejudice during the activity week, so as to achieve the goal that all students and other members of the school community can feel safe and respected; Because educating children to respect others is the common responsibility of schools, families and society, the Letter to Parents and Guardians of Students states, "We ask every parent to reinforce the message that students respect everyone at school, and let your children and families participate in meaningful discussions on the topic of respect at home".

new york School and Youth Development Office has specially compiled a list of "Free Curriculum Resources for Respect for All" in order to meet the curriculum resources requirements of the school to carry out "Respect for All" activities. * * * There are 22 organizations' resource websites, which can provide teachers with curriculum resources suitable for all grades and provide great convenience for teachers to prepare lessons. The Alliance Against Reputation Infringement put forward 11 suggestions for teachers to talk about diversity with students in daily classroom teaching, such as teachers should self-examine their cultural prejudices, integrate the views and information of cultural diversity into all aspects of teaching, create an acceptable learning environment, and intervene in time for all kinds of disrespectful behaviors. A one-day training program was also provided for high school educators to explore the integration of the topics of anti-prejudice and social justice into the existing curriculum, and guidance materials for anti-prejudice research were presented.

IV. Enlightenment

The "Respect for All" activity advocated by new york is actually a kind of values education, which is equivalent to our moral education. Our primary and secondary schools also educate students to respect people, but our respect education is general and abstract, lacking specific content, activity measures and institutional guarantee, so the effect is difficult to be satisfactory. The practice of new york gives us a good reference and inspiration.

1. concretize the abstract content into students' daily behavior

respecting people is abstract for primary and secondary school students, but respecting people is a very important basic value for primary and secondary school students. The content of respect and respect in the Code of Daily Conduct for Primary and Secondary School Students in China is very comprehensive. It is not difficult to remember or even recite these contents, but it has a strong meaning of preaching. It is not so easy for students to internalize these into their subconscious and then implement them in their daily life. There are two sentences in English that vividly illustrate this truth: "Tell me and I"ll forget, show me and I may not remember. Let me try and I" ll understand. "

(Tell me, I will forget; Show it to me, I may not remember; Let me try and I will understand. Another sentence: "tell me, I" ll forget; teach me，I"ll remember； I"Il learn. "(Tell me, I will forget; Teach me and I will remember it; Let me participate, and I will apply what I have learned. ) these two sentences are actually telling people that everything can only be deeply understood and truly learned if you have experienced it yourself. New york's "Respect for Everyone" Week has created a real life where students can hear, see, feel and participate in respecting everyone, and truly experience respecting others and being respected by others in the classroom, campus, home and community.

2. Combination of educational guidance and discipline norms

To train students to be the people needed by the country and society, schools and society need to adopt various educational methods. Among them, educating and guiding students through various educational and teaching activities is an important and main way adopted by schools. However, education and guidance alone is not enough. The New York City Board of Education has passed special disciplinary laws and regulations, which clearly and carefully guide students' behavior of respecting others, and give detailed examples of disciplinary behaviors of disrespecting people and their corresponding punishment provisions, instead of just preaching and advocating.

3. Fully mobilize the role of family and community in educating students

The United States has always attached importance to parents' participation in school management and development. In order to make the "Respect for All" campaign achieve better results, the New York City Education Bureau specially wrote to parents of students, asking them to cooperate with school activities and create an information atmosphere consistent with school education for students at home and in the community. JoelI.Klein, director of the Education Bureau of New York City, said: "Everyone involved in this activity should make sure that' Respect for all' is not a slogan, but a way for us to live and practice in this city and our schools." The consistency of family, community and school in the direction of education will undoubtedly form a joint force, which will greatly improve and consolidate the effect of school education.