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Traditionally, no schools allowed their teachers to carry guns with them

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Traditionally, no schools allowed their teachers to carry guns with them. However, times have changed now, and most schools allow teachers to carry their arms in the classroom. All this is directed at improving safety at schools, especially when stopping any shootings that may occur (DeMitchell & Rath, 2019). The move to carry arms in school by teachers has so far caused so much controversy nationwide, with many opponents asking if they could attain school safety by simply allowing teachers to carry their arms in school. One of the arguments in favour of teachers carrying arms in school is to allow them to have the capability to defend themselves against any attack that comes their way at any given time. This would potentially reduce deaths that occur during school attacks. There were some instances when armed bystanders had stopped shooting when they realized that there were teachers with some firearms to shoot back as well(Rogers et al., 2018). Secondly, allowing teachers to come to school armed could act as a deterrent. This means that shooters would be less interested in carrying out a shooting or an attack if they knew the particular school teachers are armed. The issue of carrying guns to school by teachers is an issue that occurs after circulated school attacks. President Trump was asked in an interview about the issue. He remarked that an armed teacher is in a better position to defend the students in an attack than a police officer who is not actively present at the premises (Starr, 2018). Therefore, this shows that teachers can use this opportunity to stay close to their students with guns, ready to offer protection whenever something happens. On the other hand, so many opponents are always against the idea of having teachers come to school while armed. There is a likelihood of something going wrong when teachers are armed. For instance, a student could accidentally reach out to the teacher’s gun and end up shooting an innocent bystander without knowledge (DeMitchell & Rath, 2019). They could even fall into the trap of mishandling the firearm, especially if they did not know how to use it in the first place. Consequences to this would be someone who was not supposed to get hurt, which is not good at all. Another concern is that a teacher could misinterpret the actions of one of the students and end up shooting at them unnecessarily. Some schools have been known to have such incidences, especially if it has both students of colour and white students. Researchers have studied that students of colour tend to get more punishments in these schools than white ones (Rogers et al., 2018). In this case, there is a huge possibility for the students of colour to be shot at, especially if they are involved in a heated argument with their teachers over unresolved issues. Training teachers on how to use firearms could be pretty expensive, and hence for that matter, they are not allowed to come to school with them. The school can easily avoid these kinds of expenses by simply talking and discussing how else they can seek to be safe other than having guns in school(Starr, 2018). The funding meant for that could be redirected to other more important aspects such as getting more school safety resources. Many of the school employees, principal, primary teachers, and the school security organization oppose the idea of allowing teachers to have guns in their school. Their only contribution and argument to the issue are that only security officers should have access to the same (DeMitchell & Rath, 2019). They find it unrealistic for teachers to have guns at school. Yet, the school already has a security department and always takes care of security issues and ensures that everyone is safe. At the point of an attack, the security team can always handle the situation better than how a teacher would. Another common reason is that all teachers want to do at school is to teach. Whenever asked to carry firearms at school, they feel that this is an extra task they are being asked to perform, and it may not be the best. Their primary profession and reason they are in school are to teach, and hence offering security majorly is not part of their lives. Hence, all they want is to prioritise what matters more and leave the issues of security to the school’s security department or the police in general (Rogers et al., 2018). It is even wrong to think that all teachers are okay with carrying arms around the school compound. Some of them were not even taught how to handle them, and hence all this gets difficult for them. In conclusion, teachers should not be allowed to be armed while in school. It is not their priority to be armed protectors to the students as their main job is to nourish a conducive learning environment for all students. Additionally, they need to be given a chance to think the same since most of them are not even up to the idea. They feel that they are being forced into roles and responsibilities that do not belong to them. They are even afraid to be made main targets of any school attacks that may occur. They have a higher risk of being hurt even while they use the guns to shoot any individuals who are causing an attack on the students. Their lives matter as well, and hence it is the role of the school to organize a good security team that can work towards making everyone secure. 1 Arming or not Arming Teachers in School Learning institutions have often been generally perceived as safe environments in which violence seldom occurs. However, school safety has been questioned by students, teachers, school administrators, and policymakers in recent years with the occurrence of several incidences of shootings. Several shootings have led to massive student deaths and consequently painted a contrary picture regarding school safety. The issue is a US national crisis and requires the participation of every individual, from students and teachers who get emotionally and mentally affected to lawmakers with the ability to address it at a higher level. As a reaction to rare but extreme shootings in schools, a fierce debate has spiralled the media for a long time among policymakers concerning whether it is safe to arm teachers in school and prepare them for such incidences. Gun violence is a deep-rooted crisis in the US, stemming from gangs, mishandling of firearms, and individuals with personality disorders. As such, the debate on arming teachers with guns is controversial. School safety is the responsibility of students, teachers, the community, and the federal government on a larger scale. It is essential for the stakeholders to unanimously act per their abilities to identify the best strategies with which schools can be made secure without interrupting their core functions. According to Campbell (1), arming teachers and administrators in schools can help regulate active shooters, which indicates that arming trained teachers with guns establishes them as the first line of defence in case of shootings, thereby enhancing school safety. School shootings 2 Security is a fundamental value that should be instituted in schools to ensure collective safety among all students, staff and visitors in the institution. However, learning institutions have become potentially dangerous environments in consideration of school shootings that have drawn the entire country's attention as an issue that requires a suitable solution. The 20th century ushered in an era with immense technological advancements, which in turn resulted in an increase in both legal and illegal gun possession and subsequently gun shootings even in schools. The shootings have immensely impacted many students' lives since the wake of the first shooting at Columbine High School. According to Keneally ( 3-5), the first incident of school shootings occurred in 1999 at Columbine High School and which have consequently influenced other shootings experienced in the subsequent years. The shootings have often resulted in devastating outcomes, with series of multiple deaths among students reported in most cases. Several shootings have occurred in the past. Some of them classified as deadly mass shootings, including the Virginia Tech and the Sandy Hook elementary shootings, as asserted by Keneally (7). This mass shooting at Virginia Tech, had 32 victims, thus indicating the inherent need for teachers to be equipped with firearms for the prevention and reducing chances of mass school shootings. Such occurrences have led to widespread discussions in the community regarding safety in schools and the need to implement viable policies to counteract the market. Impact of school shootings Most often, students and teachers end up as immediate victims of school shootings. The shootings usually produce psychological, emotional, and physical implications among various people. In addition, school shootings impact students, teachers, and the community, thereby 3 demonstrating that it is a societal problem that requires unanimous efforts to counteract it. It is generally inferred that the ability of students and teachers to exhibit exemplary academic and cocurricular performance largely depends on their mental and psychological stability (Keneally 7). School shootings are always devastating, with tragic outcomes that adversely impact their abilities to focus on their core functions in learning institutions. The traumatic events of school shootings, whether as the first-hand experience or observed through the media, often result in post-traumatic stress disorder (PTSD), thereby adversely affecting the victims' mental health. Such psychological disorientations directly result in low academic performance (Fagan 3). DE Mitchell and Rath (67) also argued that, school shootings lower students’ performance level. Additionally, multiple homicides within a school have more intense repercussions on students' performance. Most shootings result in numerous deaths, which suggest possibilities of immensely lowering academic performance if the issue does not get appropriately addressed. For instance, one teacher and 12 students got killed in the Columbine High school shooting, and five students, a security guard, and a teacher got killed in Red Lake, Minnesota (Campbell 1). Such incidences negatively impact the lives of individuals within and outside the affected institutions. Basing on Wong (5), the correlation between school shootings and the use of antidepressants among the youth amplify the already adverse social problems such as the problem of drugs, thereby signifying the need to arm teachers and preventing the effects of the shootings. The far-reaching effects of school shootings have led to the immense participation of various stakeholders nationwide in the attempt to address the issue. Multiple people, including teachers, express differing opinions regarding the ideal policies that should be adopted to prevent school shootings. However, the pervasive nature of the matter requires the introduction of legal 4 actions to instil safety in schools. Although still a polarized subject matter, arming teachers with guns stomachs the solution to this disgusting problem of a mass shooting, hence the need for urgent response. Arming teachers in schools Any form of violence attracts a greater audience because it instils fear and concern among people. The mixed reactions among school administrators regarding arming teachers in schools primarily stem from its uncertainty. Also, most peoples' arguments in opposition of arming teachers in schools emanate from an emotional vantage point which is significantly inclined towards relieving teachers of the extra burden rather than providing a perpetual solution on school safety (Rajan and Branas 5). School security is an integral matter that requires the absolute engagement of every individual. Security personnel have not had significant success in down-shifting the magnitude of school shootings in Time, thereby calling for the need to revamp the policies integrated into schools to enhance security. Arming teachers would greatly serve as a deterrent in mitigating school shootings by countering the perpetrators in Time. Campbell (1) theorizes that it is suggested that only willing administrators and teachers with proper mental health qualifications will carry concealed guns. School districts have the mandate to ensure that teachers adjust to new responsibilities, which is an efficient way to solve contemporary problems within and outside the school environment. School security entails a wide range of situations and behaviours, such as planning for possible natural disasters, identifying and responding to students with mental health issues, and implementing protocols for working with law enforcement (Rajan and Branas 5). 5 As such, arming teachers in schools can be easily perceived as being an extra burden to teachers. However, concerning the need for safety, it is an ideal solution to curb school shootings. The federal government has the responsibility to compel the adoption of policies aimed at arming teachers as preventive measures in protecting themselves and students in cases of active shootings in and within the school. According to Staff (5), former President Trump acknowledged the intensity of the issue and the need to equip teachers with guns to promote safety in schools. He further noted that teachers would have higher efficacy in protecting students in a school shooting scenario than would armed police officers in the aftermath of that act. According to Andrew (1), after a mass shooting at Marjory Stoneman Douglas Highschool in 2018, legislation was made in response to the shooting as an ideal recommendation in curbing similar incidences in the future. The school's public safety commission formed a program that armed teachers, particularly as guardians, in an attack. The teachers were also required to pass the psychological and drug screenings before getting armed alongside a minimum of 144 training hours. Like police officers, teachers cannot offer complete protection against active shooters in schools but can mitigate the possibilities of intense violence. Through training, teachers can gain knowledge regarding the best ways to engage active shooters without inflicting unintentional damage. Andrew (7) further indicated that some districts have already armed educators in an attempt to solidify school safety. Therefore, it is worth noting that restricting such policies to focus on school settings entirely can significantly mitigate the possibilities of gun violence that have been a contentious debate for a long time. In a statement by Business Insider (01:31), a 2008 and study of the New York Police Department indicated that 18% of shots fired in gunfights hit their 6 target. Teachers can, however, be trained to respond to attackers without firing in chaotic scenarios or if there is heavy clustering of students. Hiring more security guards and installing metal detectors is evidenced to instil fear among students as it provides them with a negative perception of safety (DE Mitchell and Rath 68). The use of metal detectors negatively correlates with the dissipation of feelings of worry among students. As such, schools' regular attempts to steer safety in schools by establishing such mechanisms yield results that directly oppose the school administrators' expectations. Having more armed security officials at every school is an ideal way to curb school shootings. However, as Campbell (9) asserted, it is not economically viable to employ armed police officers at every school, considering the countless numbers of schools existing in the US. Since school shootings rarely occur, using security officers at every school station can slightly increase economic, budgetary allocations to schools compared to the consequential effects of school shootings when teachers are armed. Teachers are an essential element within the school system with numerous responsibilities and are often predisposed to protecting their students. Providing guns to teachers is an absolute way to heighten their involvement in their students' welfares by addressing the 21st-century issue that has caught everyone's attention in the country. Time factor Time is vital in resolving the concern in dealing with such a severe matter rather than seeking to uproot the problem regarding urgency. Time is an important factor when dealing with a shooter or suspects armed with a gun in a learning institution. School districts should arm teachers, relevant adults, and school administrators to provide an immediate response to armed suspects. In consideration of the Columbine shooting, the shooters engaged a police officer at 7 11:25 am, and they progressed with their mass shooting until at around 12:25 pm before committing suicide (Campbell 2). Reaction time is as such significant in engaging and dissipating shooters' intensity before further intervention by security officials. Teachers can thereby play a pivotal role in reducing the reaction rely on the sheriff’s department or the police department to respond, most of which take longer tike by police officers. Numerous rural school districts often to respond. The response time for these security departments can be more than twenty minutes because of the variation in patrol responsibilities and more staffing (Campbell 2). An adequate shooter could seize such opportunities to torment the students and further impoverish the state of schools in terms of safety. Additionally, while specific issues such as drug use might be addressed based on an approach by identifying the root cause of a problem, prevention of school shootings requires taking a shorter but decisive approach without integrating long-term safety policies. Combining the policy of arming teachers alongside other legislative policies like students' lives matters can establish a safe environment in institutions without fear of increasing gun violence. Contrary Opinion The basis of arguments against arming teachers in learning institutions stems from administrators’ and teachers’ mental health services, training, technology, mindset, and gun-free zones (Campbell 5). Most arguments from various individuals in opposition to arming teachers in schools are objective with remarkable vantage points. According to Hudson (1), teachers initiated a movement dubbed #armmewith resources to address the root causes of mass shootings in schools. The campaign was in direct response to proponents of arming teachers with schools 8 because it was likely to heighten gun violence. However, this broad variation in opinions indicates the existence of contrary speculation without accredited facts from good sources. According to the teacher's groups, bodies and Sacco’s office, providing teachers with resources such as books and school supplies would address the real problems that compel gun violence in schools. Furthermore, Proulx (18) argued that according to Melissa Cropper, gun training would possibly place unfair burdens on teachers who are already overwhelmed with the responsibilities bestowed upon them by the school curriculum. The idea also receives immense opposition from principals, significant teachers, school security organizations, and school employees based on a 2015 CBS news poll. From that poll, 57% of the entire respondents opposed the arming of teachers in schools (Staff 18). In subsequent polling of 1233 teachers by Teach Plus, almost 80% opposed the idea of arming teachers in school. Teachers are supposed to teach and provide care to their students without any speculations regarding their relevance in combating school shootings using firearms. Other advancing arguments, even the most efficient and well-trained security individuals never react fast enough to a situation, thereby deeming arming teachers with guns in schools as insignificant. Security begins by you as an individual, asserts Proulx (18) Recommendations Students should be entirely trained regarding the ideal ways to act in the event of school shootings. The prevention of chaos and disorganization among students can provide a perfect basis for teachers and the relevant administrators to work accordingly. The federal policies should also be inclined to unify state laws about schools and ensure a complete learning environment. The guidelines can also establish statements to provide factual information 9 regarding the relationship between guns and gun violence to avoid the detrimental speculations that down-shift the significance of arming teachers with guns in schools. Moreover, school districts in rural areas should be provided with an equal measure of attention for collective handling of the school shooting problem as those in the urban centres. Training in both levels of education, should involve anger management, and the storage of weapons among teachers to ensure their complete know-how in handling the guns. Conclusion Teachers are generally mandated to protect their students. Several shootings in history have transformed the traditional perception of school being an entirely safe space with minimal occurrences of gun violence. School shootings have steered polarized debates among various stakeholders concerning the arming of teachers in schools to ensure safety in school gets enhanced. Arming teachers with guns is a practical but sensitive concern that requires the collective participation of every member of society. The existing arguments against arming teachers with students result from teachers' mental health services, training, technology, mindset, and gun-free zones. Arming trained teachers with firearms is an ideal way for the federal government to mitigate the adverse effects of school shootings. Works Cited 10 Andrew, Scottie Cnn. “Some Teachers in Florida Can Carry Guns inside Classrooms Now.” CNN, 1 Oct 2019, edition.cnn.com/2019/10/01/us/florida-teachers-carry-gunsclassrooms-bill-trnd/index.html. Business Insider. “Will Arming Teachers With Guns Help Stop School Shootings?” YouTube, 23 Feb 2018, www.youtube.com/watch?v=xA-kNnU5uIE Campbell, Arvin. "A case for arming teachers and administrators in public schools with guns and firearm." (2016). DeMitchell, Todd A., and Elyse Hambacher. "Zero tolerance, threats of harm, and the imaginary gun: Good intentions run amuck." BYU Educ. & LJ (2016): 1... Fagan, Carolyn. "The Impact Of Mass School Shootings On Mental Health". Psycom.Net - Mental Health Treatment Resource Since 1996, 2020, https://www.psycom.net/mental-healthwellbeing/school-shooting-survivor-mental-health. Hudson, Hannah. "Teachers Say #ArmMeWith Counselors and Resources, Not Guns." We Are Teachers, 22 Feb 2018, www.weareteachers.com/armmewith. Keneally, Meghan. "The 11 Mass Deadly School Shootings That Happened Since Columbine". ABC News, 2019, https://abcnews.go.com/US/11-mass-deadly-schoolshootings-happened-columbine/story?id=62494128. Accessed 23 Mar 2021. Proulx, Natalie. “Should Teachers Be Armed With Guns?” The New York Times, 23 Feb 2018, www.nytimes.com/2018/02/23/learning/should-teachers-be-armed-with-guns.html Rajan, Sonali, et al. "Youth exposure to violence involving a gun: evidence for adverse childhood experience classification." Journal of behavioural medicine 42.4 (2019): 646-657. Staff, Education Week. “Should Teachers Carry Guns? The Debate, Explained.” Education Week, 28 Nov 11 2018, www.edweek.org/leadership/should-teachers-carry-guns-the-debate- explained/2018/08. Wong, May. "The Silent Cost Of School Shootings | Stanford News". Stanford News, 2019, https://news.stanford.edu/2019/12/16/silent-cost-school-shootings/. 1. The Reflection (200-400 words minimum): Step One—Prior to reconfiguring your argument for a new discourse community, describe two to three major goals that you would like to accomplish with your public turn and how your chosen medium will achieve those goals. For example, if you have a technical topic or argument, one of your goals might be to make your research more understandable to an audience who lacks the technical know-how that you do. Using video with diagrams and illustrations might be one way to accomplish this. Alternatively, if your topic is deeply personal or emotional, one of your goals might be to capture those feelings in a more visually or orally expressive medium. A dance, song, or poem might be a suitable way to accomplish this goal. You should select goals that are achievable and appropriate for your reconfiguring your argument to your chosen discourse community. Next consider the different forms and conventions of arguments within that new discourse community and how such knowledge can help you refigure your argument. Step Two—After you have completed creating your work, you should look back at the goals set in the pre-remediation portion of the assignment and reflect on how successful you were in achieving these goals. In particular, address any successes, failures, or complications that occurred during the process of remediation. Additionally, elaborate on which elements you would have done differently if you were to complete the assignment again. Be as specific and detailed as possible as you reflect on your work for this assignment.