Discuss how you will meet the needs of at-risk students in your classroom. remember, at-risk includes students of low SES, abused/neglected, depressed. homeless, etc.
Should we teach moral values in public schools? Why or why not? If so, how could you do that?
Be sure to return and respond to at least one classmate's blog. This blog and response are due September 20.
At-risk students are also classified as a student who have low academic achievement and do not participate in extra activities. I would encourage them to participate in my FFA program and show them how much fun they can have and help them develop friendships. I would also offer my time after school to help them with homework or projects that I have for my agriculture class.
If I had a student who was depressed, I would either offer my help to the extent that I can, or provide a person who will be able to help them deal with their depression problem. I will help any student any way that I can, to help them succeed.
I feel that moral values should be taught in public schools. There is a lack of respect from the students in the schools today, and there is that fear that it will flow over into their careers. We should teach them how to be respectable to administration and employers by setting up mock interviews and then analyzing them with the students.
Also, proper conduct should be taught to the students. Videos and lesson plans can be presented to the students for guidance.
Meeting the needs of at risk students requires caring enough to provide the little extras. Provide a special batch of school supplies that can be discretely provided to students who can’t afford them. Stay after school a couple of days a week and provide a special study hall for students whose parents may not be there to help them with homework or who may not be able to afford computer access at home. Come in early some days and allow students to come in early to work, have tutoring, or just have your company and attention and have a breakfast snack. Allow individual students to join you for lunch one day a week and talk to them about anything but school. Create a special fund to pay the expenses for field trips that many at-risk students can not afford. Keep a supply of healthy snacks on hand for students who may not be getting enough to eat. Let students read to you during silent reading times. Initiate a clothing bank at your school for children to discretely get clothes, shoes, and coats from who might not otherwise have these things.
Be considerate in your phrasing of your lessons. Refer to “family” not parents as many students don’t live with both parents or even any parents at all but with grandparents or foster parents. Use social integration strategies to promote friendships across socio-economic levels. Don’t assume everyone has internet and a computer at home when creating lessons or homework. Provide activities that allow children to creatively express their feelings through art or music.
Pay attention to your students. Be aware of their physical and mental appearance. Notice changes that may indicate a problem. Know the signs of abuse and how to handle suspected abuse. Know the signs of depression and/or suicide and have the school counselor talk to the students when you feel there is concern for their mental or physical well being. Let them know you care.
I don’t think moral values should be taught in school, but somehow we always end up teaching a certain level of them. I believe that cultural differences and religious differences should keep us from trying to teach students that our particular brand of morality is what they should follow. But in real life you have to teach many of them the basics of morality like don’t hit, don’t cheat, and don’t steal, for they do not learn this at home. So, we do this through classroom rules, anti-bullying programs, role modeling, and in my son’s school they have a “Life Choices” course that the sixth graders have to participate in that teaches basic morals and social behaviors as well as anti-drug and anti-alcohol messages.
RE: Mallory K I too believe that getting students to participate in extra-curricular activities can really help at-risk students. I wish there were more after school activities at the grade school level for these kids. A couple of the grade schools I sub at have really excellent afterschool programs. These programs used to be free and all the students went. But with the budget cuts the programs had to start charging and initially quite a few students quit going. One of the teachers started a “scholarship” program and pays for most of the students who can’t afford it herself.
I fear the budget cuts are really going to hurt the at risk students by ending the extra curricular programs that provide them with the opportunities for friendship, self-esteem, and motivation.
In order to meet the needs of at-risk students, such as, students with low SES, abused/neglected, depressed etc. I would begin by creating a nurturing and welcoming classroom environment where all my students would feel welcome and included. Then, in order to help students achieve academic success, I would begin by modifying the student’s assignments as needed. I would make audiotapes of books; shorten assignments; and provide-one-on-one instruction. I would also use listening, sharing and problem-solving strategies to promote student’s comprehension and decoding skills.
In addition, I would design literacy projects for heterogeneous cooperative groups, and implement peer tutoring in the classroom. I believe these strategies would promote student’s academic levels but very importantly, it would help to foster student’s social, cooperative learning and self-monitoring skills. Lastly, I would motivate my students every day to be all that they could be.
I think we should teach moral values in public schools because values would give the students a sense of cohesion, identity and purpose in life. Most students learn moral values from an early age, from their parents or from the community in which they live in. Therefore, as teachers, we should never try to change student’s moral values, but rather, we should try to teach students that they must respect others, and their property, and very important, as teachers, we should try to guide students in making the right choices in and out of school.
Teachers could accomplish these goals by creating classroom rules, practicing respect in the classroom and being role models.
I have found that the key in dealing with kids, regardless of their situation, is working how we communicate with them. Unfortunately at times, we deal with students who come from a less fortunate home life and because of their natural surroundings they do not have models for appropriate behavior. When they get into the classroom their behavior can be less than desirable. I always have to be aware that "the bark is worse than the bite". We work at our school to make sure that properly communicate with the student instead of making it a "loud" interaction...which is something many of the students are accustomed to engaging in. I teach my students in my leadership class to make sure that when they are dealing/communicating with others that they understand that THEY DO NOT KNOW the other's situation. So, make sure that you are understanding and willing to just listen.
Also, I need to make sure that the students know that they are more to me than just the assigned class that block. I encourage them to come talk to me anytime and I work to form the best relationship I can with them.
From a technology standpoint, we are utilizing the web to have assignments turned in by the students. I know I have a few kids that do not have those resources at home, so I make time in my lessons for the students to utilize our computer lab.
I also see that extra-curricular activities are great for these students because it gives them some structure in their life and it allows them to be in in goal-setting situations. I have found that these kids that are in tough situations love the element of expectations because they see that they can become more than what they have thought or told that they can be.
In regards to the question of should morals be taught in school, I would definitely say "yes". Some students do not have stable households where appropriate behaviors are taught. It is not that there will be a morals class offered. Instead, teachers and administrators need to model the appropriate behavior and reward students for "doing the right thing". At our school we are big on rewarding kids for doing the right thing. We work on being respectful to others and going out of our way to help those in need. This is the third year that we have really worked at this and it is amazing how much it is engrained in our students on doing the right thing. Our discipline issues, thefts and fights have dropped off tremendously since we have focused on incorporating morals in our classrooms.
I agree with your assessment that extra curricular activities are beneficial for the students. I have witnessed it first hand how the students progress once they are "included" in a group setting. I also agree with your thought that morals should be taught in the school. They grow up in a society where respect is not shown as much as it has been in the past. What I would tell you as you begin teaching is to make sure that you model the behavior that you want from the students. Sometimes the worst place where respect and appropriate behavior are shown in a school building is the teachers' lounge. Make sure you don't fall into this realm.
Re: Lynn B. Great response! I think teachers can definitely make a difference in any child's life, especially, with those that need the extra attention or guidance. I like your wonderful ideas for helping students in and out of the classroom environment.
I do however, have to disagree about teaching moral values in schools. I think as teachers, we have the obligation to mold our student's character while they are in our care. Students look up to teachers for guidance, so I believe that we "should" take the time to teach them valuable lessons, lessons that they would need in the real world.
I agree with you that the environment of the classroom should be welcoming to the students. It helps the students adapt and make a trusting relationship with the teacher and fellow students. I also believe that motivation will help the students succeed. I have personal experience with kids at the daycare I work at, and if you motivate the kid, they do accomplish more.
I also agree that rules in the classroom are necessary. In my field of study, rules need to be in place to help prevent injury in the shop or while on field trips. Structure is a good concept in the classroom.
To meet the needs of at-risk students, I feel the most important thing I can do for students is to tell and show them that they are loved and that they matter. I wonder if buying a student school supplies or clothes is really going to make a difference to them in the long run. I know it meets their immediate needs, but does it truly make a difference in the long run? I worked with an at-risk teen last year and although I am sure she appreciated the material things I gave to her, it was making her feel needed and wanted that mattered to her. Several of my daughter's friends are very poor and a few live in substandard conditions (like no hot water for showers). With her friends, I have noticed it isn't the material things that matter at all. They are desparatly looking for boundaries and the feeling they are loved. That being said, I intend on making it appoint to attend activities outside of school that I know my students participate in. I intend on having clear classroom rules with consequences that I will not stray from regardless of the student. I think it is easy to feel sorry for the at-risk students and that is the LAST thing they need. Being overly sympathetic sends out a clear message that there is no way out of their lot in life. I will also steer clear of the teacher's lounge when others begin negative student bashing. If I am that particular student's upcoming teacher, I want to remain as unbaised as possible towards my opinion of the child. I do not believe for a second that students want to misbehave. They do it for needs and reasons that are not being met or addressed.In order to better serve my students, I need to develop a relationship with them so that I can learn to meet their needs if possible.
I believe that we should teach morals in the classroom because as the nation moves away from a tradtional religious background, morals are no longer taught in many homes as they once were. If our job as educators is to prepare students for life after school, shouldn't we be preparing them in all faucets?
Mallory, I agree with you that we should teach morals in school. You really nailed it when you discussed the lack of respect from the students. I think in most cases, they do what they see done at home. I think that regardless if character traits are taught in the schools, a teacher still teaches them everyday when he/she models the behavior to the students.
Mallory Lammers How will I meet the needs of at risk students in my classroom? I would love to tell you that there is one cookie cutter answer for this question but the truth is that there is not. No two students are alike. If no students are alike then how do you know what to do with an at risk student? You get to know them just like you need to know all of your students. Build relationships with the student and their loved ones. It is so important to know and understand your students. If you do not know your student then how can you help your student? I plan to learn about my students’ personal lives. Last spring, when KNEA invited the master teachers to speak one teacher gave wonderful advice. She told her audience to know their students. She discussed her first year teaching and how her principle had challenged his teachers to visit every student’s home before the first day of school. The teacher told us that she learned so much from her visits. I would love to do this when I become a teacher. My mentor teacher from last spring was also a fantastic influence. She showed me how to schedule individual time with each student and to enjoy getting to know them. She encouraged me to spend time with everyone. Let me tell you. My first formal was so much easier knowing each student personally. More importantly I loved learning more about my students. Finally, you need to realize one thing about everyone. We ALL need to feel like we belong. We need to feel like we are important to others. We want to feel like we matter. No material good can replace the feeling you get when you know someone really cares about you and that you really matter. I will strive each and every day to make my students know that they matter to me. In regards to teaching morals in school I do think that it should be done. I feel that this should not be taught by me however. I think the students should teach morals to each other. Now what do I mean by this?! By the time we have these students in our classroom they already have morals. We know right from wrong long before we enter school. The funny part is that not everyone has our morals. Even people who appear to be very much like ourselves can have completely different morals. What an amazing lesson to have students share their moral beliefs with each other. By understanding what others find important and right we can understand how and why they act. Of course you would have to set ground rules. Such as be respectful towards others beliefs. This could also relate to your lesson on morals as well.
Mallory Lammers In response to Sarah Rhodes… I really agree with you Sarah. It is so important not to just say that you care but also show it. You are right about rules. Students crave rules and boundaries. Rules are just another way of show that you care. You hit the nail on the head when you said students do not need us to feel sorry for them. I had a student in my internship last semester who would tell you she didn’t get anything for her birthday if she was in trouble. She actually did get some lovely presents from officials at the school but she knew that if she got you to pity her, she would not have to do as much work. At risk students should not be pitied. They are not lost causes so don’t act like they are! I also agree with you about avoiding negative comments about other students. That can very easily create biases that we are unaware of! Great points Sarah!
When it comes to dealing with at risk kids in the classroom, there is not just one way to deal with all of them. It is important to observe ALL of your students, not just the ones in the lower socialeconomic status, and be able to identify when there is a problem. Communication is critical, with both the student and the parents. If the student is obviously struggling with the classwork, talk to the parents and try to work out a plan to help the student at home and in the classroom. If the parents are not willing to help, talk to the student and see if there is anything that you can do to help them. If the student is having social issues, make a class assignment that involves pairs or groups to help the student get involved with more than just the students who sit around them. Involving students in extracurricular activities can also help them socialize more and meet more people. When it comes to incorperating morals, either the students have them or they don't. If they don't, try and take the time to say what was wrong about what the student just said or did. Sometimes the student might not know what they did wrong, so they need a little guidance (especially if none is given at home). Overall, it is just important to identify the students who are at risk, no matter what status or culture they are.
As a teacher in a general education classroom, I will have a responsibility to meet the needs of any at-risk students. This can include children with conflicted family environments, dire socioeconomic status, health issues, or behavior and/or emotional problems. My first task will be to actually take the time to get to know my students. In my current long-term substitute teaching job, there are many days that I have felt pressured with the lesson plans the teacher has left me. I feel that it is go, go, go all day long. I have left a few days feeling like I had no genuine personal interaction (talking about interests or family life) with many of the students. This is something that has saddened me and I really want to strive in my own classroom to make this time available as I believe that both the student and I will benefit from this. The student will know that my concern and interest is genuine, thus building a level of trust and rapport between myself and my students. This will carry over into the students’ academic lives, as well as promoting self-confidence and hope. Next, I will want to have a classroom that is consistent, structured, and meets the needs identified in my students – whether that is academic help, a hug, kind word, or some material object that is desperately needed. My time, in before school and after school assistance, will also be instrumental in my students’ success. Communication will be a key factor – communication with the child in my expectations and encouragement when things are done correctly, communication with parents so that we are on the same page, and communication with other staff involved with a student so that everyone is working on the same goal. I believe that our expectations, with our support and time, should be the same for at-risk and other students. To this end, I do believe that moral values need to be taught in schools. In fact, I have subbed at a public school where the counselor comes in consistently to present lessons on morals. I feel that many of these children are bereft of homes where morals are taught and this hampers their socialization skills with other students – intensifying their poor school experience. We need to help them learn the skills that will enhance teamwork in the school setting, as well as the future employment setting. Honesty, respect, working hard, compassion and taking responsibility for oneself are important messages and accompany the “whole-child” approach.
This moral teaching can be achieved through class duties, working in groups that promote each other's strengths, insisting on the adherence to classroom rules and posted penalties if infractions take place. These lessons could accompany a reading lesson, movie, or other academic area. The possibilities are endless.
In response to Mallory, I love your mentor teacher's idea of scheduling individual time with each student. I am curious as to how this was accomplished and if you had a question for the day or did the students just come back and automatically start a conversation with you? Our local paper did a news story about the teachers going out the week before school started to meet parents and pass out a packet with information, pencils, and a few pieces of candy. More than that, it was the effort that took place to get to know the parents in their own setting and see where the children were coming from. Definitely students want to know that you care - really care - and I think that this transforms them in to working harder for a teacher because they know the teacher is invested in them and how they do. Sometimes it really does not take much to make a child feel special - a hug, smile, kind word, pat on the back - all of these go to show your love and respect for them.
I am curious about your response on teaching moral values. You say we should teach moral values but we shouldn’t change a student’s moral values. How will you know if the values you are teaching are different than the values the parents wish the child to have? I know in general this is a no brainer as here in the heartland of American traditional white European democratic values predominate. But what about the differences in values some of the more recent immigrants possess? We have students from Pakistan, Darfur, Malaysia, Vietnam, and Egypt. Some of the things we teach our students such as lining up alphabetically go against their values regarding the positions of males and females. How do you propose to know when these values exist and how to handle the conflict when they do?
I would love any input you might have. I find the difference in morality as to the treatment of the different sexes to be most frustrating in some ethnic groups. As a substitute I never know quite how to respond when a student says they can’t do something due to a cultural subjugation moral.
I appreciate your comments regarding communication. I see that as a major issue in dealing with at risk students. Getting the at risk students to speak up about their needs, wants, and thoughts can be very difficult. We do our best in our observations to make judgments of what these students need to succeed, but often they communicate to us needs that we hadn’t realized. Teaching them communication skills should facilitate the ability to develop effective educational techniques and interventions for these students.
My mother taught at risk students for several years and I want to use in my classroom some of her ways of reaching out to them. I would love to involve them more in extra things to do after school. Some of these things could include a Big Brother/Big Sister program, sports,FFA,Scouts,or even a job such as delivering newspapers. Most of these children lack self-esteem, the means to do some of the sports, or the ability to get to these activities, I would work with the schools and parents to find a way if the student wanted to be involved to inquire about scholarships or carpooling. For depressed students I would contact our school couselor and school psychologist to help assess and meet the needs of the student. I would slao set up a conference with the parents and the school counselor to talk to them about the observations we had seen and to see if there was anything going on that we as a school could help the student deal with. A depressed student would need me as the teacher to be encouraging, to find and do things in the class that allow them to show their gifts and talents. This would help to build their self-esteem. However this needs to be done carefully so that other students do not pick up on this as favortisim and pick on the student. I think it is very important to teach moral in the classroom. Just when I was apara for a few years I told all the students that when around me or the student I was working with I expected manners such as please, thank-you, helping others out in need, not calling names,not judging others with differences from their own,etc. If they did not show respect to others it would be hard for others to respect them now and as they grow older. I still see those students now and one told me they call me the manners mom. I have observed them during sports, school events and in public using their manners. I know I can not take full credit for that, but I still believe it helps to mold the students into repectful well rounded students that have manners, understanding and compassion for others. I also believe we need to believe in our students and encourage them in their strengths and weaknesses. We as teachers need to stimulate them into developing what they love and are gifted at, but also what they may struggle with. They have placed my youngest at a table with students that are brighter then he is in science. He has come home with ideas of projects that he and the others at the table came up with from brainstorming. He is showing improvement on his focusing and he is showing more interest in science. I love this and give credit to the teachers doing this. What they told me they do is they rotate every 4 weeks so that students do not catch on to the ones that are in need and possibly have that chance of picking on them, but also so that all students get the chance to have a variety of ideas flowing and keep it diverse within the classroom.
In response to Christine G. I agree with you on the teaching of morals in the classroom. We also have our counselor that goes into the class and does a lesson, but it is only once a month for 30 minutes. We now have mentoring lunches with students from grades K-12. I mentor at our middle school with grades 6th and 7th. Our small town has over 100 adult volunteers that come in from all aspects of life, they have to pass a background check, and they go once a month and sit with the kids for 1 hour at their lunch time. During this time we not only eat, but sometimes we do table manners, games involving what would you do if and we scenario play. It is so much fun. I believe this will also help them with morals in life. I also like that you mention you will take the time to really get to know your students. This will help develope an open and close relationship between you and the student. They will then feel comnfortable telling you anything and this is important, but remember to set boundaries. My friend teaches 4th grade and one of her students started coming to her house just to talk and she had to involve the parents because he would not stop. He did, but it was only after months of intervention by alot of others. Good Post!!
Fist of all, I would create a welcoming classroom where our bond as a class would grow. By creating a safe environment, students will feel comfortable to learn. Also, I feel that by creating a schedule, and stick to it, students will feel comfortable in a routine. The student’s can then feel in control of the next situation. Granted, there will be minor distractions, but that is to come with any classroom.
When I help the children learn, or encourage them to behave correctly, I would use a positive model. This way the children know that I care about them, and in return hopefully they will learn to care about themselves, and take pride in their accomplishments.
With any wide range of learning styles, I would have the students work at stations, or cooperative learning groups. For instance, for a science lesson, I would create centers where students would be divided into groups. One group might consist of a group project, such as compiling a list of ways to reduce waste in the United States. They could take turns answering questions, and feed off of each other’s knowledge. By hearing students answer before them, they can start to relate other answers to the previous answers, and then generate their own. Another group might consist of a video or movie on the computer about the recycling. Finally, the last group might consist of meeting with the teacher, and reading a passage out of the textbook and discussing the questions.
Also, I would make myself available to students before and after school for help. I would also be in touch with the family to help any student.
As for teaching morals in school, I feel that it is a hidden curriculum. For instance, we teach children to share, be polite, to tell the truth, to respect others, ect. I feel that it is important to teach these morals. Without it, students would not know right from wrong, and they learn through example.
Meeting the needs of at-risk students is one of the hardest things to work with in the classroom. As a teacher we have to look at students needs and work towards helping them. If a child if of a low SES as a teacher many times there are programs that we can help to refer the family to. Ensuring that paperwork like the free/reduced lunch program are sent home and filled out. Another way to work the students of low SES is to offer them school supplies at a discounted price. My sister has a classroom in a highly low SES populated area. She offers notebooks, pencils, pens, and other school supplies for a cheap price. When it comes to working with children that are abused or neglected or that are depressed, it is important to to gain these children's trust. Allow them to feel comfortable with you as a teacher and an adult. As a teacher it is important to remember the importance of professionalism ie don't meet with a student of the opposite sex late at night or in a private area. It is important to remember that these individuals need to have someone to talk to though. As it comes to moral values. I find moral values important but I feel that it is the family and parents responsiblity to teach a child thier moral values. My son went to a daycare that the provider had them pray before each meal. Not that I disagree with this but I do find it to be up to the parents to teach thier child this not a daycare provider or a teacher!
Bailey M. Positive model is such a great way. My son is in head start and last April I was able to attend a national meeting in Florida and I went to a session that was on positive discipline. I think it is such a great thing to think about and use. I think it is great to give children something that they can do rather than force them to do something that they have a hard time doing.
Lyn and Alison: I agree with you Lyn that I would be interested in knowing how Alison plans on teaching them with out working on changing them. If we teach something many times more so than not someone is going to learn something new and will take it on as a new way!
In response to Christine G. I agree in this busy time of preparing for assessments, and making AYP, so many teachers can get into a “go, go go” type of teaching style, making it hard to teach to the “whole child.” So many children need to be help in many different ways, and we are only one person. But, we could be that one person to change that child’s life.
I also agree that teaching morals is very important. I think we do this without acknowledging it, but so many students are not learning the morals at home. Our district has recently adopted a “Character Counts” curriculum in the past few years that works on morals such as Respect, Citizenship, Trustworthiness, etc. The program has helped our teachers set goals for our students, and rewards them for completing each training program. From what I have seen, it seems like the students really enjoy it too!
I will assess the needs of at risk students on an individual basis. I know I will not do the same for every at risk student I encounter. However, I aspire to be available during regular hours for students who need help in any aspect of their life, not just in my class. I think the best way to help at risk students is by being knowledgeable about what they are facing and what they may be going through. This also includes being able to recognize the signs of a problem in a student. I went to high school that accommodated many at risk students. I had people in most of my classes that were considered high risk. I have friends that can be considered low SES, that have been abused and that have been or are depressed. I consider myself blessed to have not had to deal with these myself but I do understand how it affects students. I think this understanding will help me sympathize with my future students. These students need a teacher who is not going to judge them for their problems and is not going to push them aside because of some bad choices their families have made. I do not believe morals should be "taught" in public schools. I think boundaries need to be established and enforced and the students can learn from these being set. But I do not believe morals needs to be placed anywhere in the curriculum. For me, morals are something each person needs to evaluate on their own and find something to base them off of on their own. My morals not only come from my parents but from God. I do not see it as my responsibility as a teacher in a public school to force my morals on any student. Again, if they take from my teaching style and my discipline style that is one thing, but to state my morals as higher than theirs or their families is unacceptable in my opinion.
The things you stated you would do to help these students are incredible. However, it seems to me that too much focus is taken away from teaching the classroom and focused on the at risk students. I agree the students need extra attention, but I do not believe they want extra attention. You say you would like to collect clothes and then discreetly pass them out to families in need. If you had multiple school combining to do this it may work, but I can picture a child being made fun of for wearing a shirt the "popular kid" in class donated. Clothing is not discreet, especially at the middle and high school levels. I also do not know that a middle or high school aged student would like to eat lunch with a teacher, I think this would bring more attention to them then they want to have. I do like your consideration for stating "family" and not "parents" in newsletter and other information. I also agree with not teaching morals in the classroom and I think the "Life Choices" class is an interesting take on trying to teach morals in the school setting. But I do like that it teaches anti-drug and anti-alcohol messages.
At risk students are students who often fall through the cracks of the public education system and have a high potential for dropping out of school. I think these students are often overlooked because their situations aren’t always obvious and are very rarely talked about by the student. Abused and neglected children seldom speak out because they are ashamed or afraid. These children risk becoming depressed, suicidal and potential drug abusers. Many at risk students come from families with low socioeconomic status. That is, they live in poverty and come from homes with relatively no power, prestige or control over resources.
In order to reach these students we as teachers must first be aware of the reality that these students will exist in our classrooms. It is important to be knowledgeable of the signs of abused/neglected children and depression. We also must be informed of the SES of our students such as where they live, who they live with and what type of background they come from. Educators must treat all students fairly in order to allow students to understand that no “class” of individuals is to be treated as if they are superior to another. All students should be given equal opportunities to learn and to experience success. There should be zero tolerance in the classroom for students separating themselves from those that they feel they are “above.” Teachers must have high expectations for those students of low SES and provide a stress free environment for them to learn in. Teachers should avoid tracking these students in “low-ability” classes and provide ample opportunities for these students to continue building on their knowledge during the summer.
I do feel that morals should be taught and modeled in schools. There are too many students that are not receiving this foundation at home and lack the moral reasoning needed to succeed intellectually and socially. It is important to note that different cultures have different morals. In spite of this, all students can learn the rules that apply to the school setting and follow them accordingly. The best way for teachers to teach morals is to model them appropriately for students to see. When teaching morals, teachers should inform students of the act(s) that they have done that might be harmful to another and should encourage students to see the hurtfulness from the other person’s point of view.
This was a great post. You really brought yourself and your own experiences to the table and that makes you a great future educator. I respect that you have been friends with those that are considered high risk and that you understand and sympathize with these types of students. I agree with the fact that you feel the need not only to assess at risk students regularly, but to also know that each student is different and requires different types of assessments. I agree that teachers need not be judgmental and should never punish students for the choices their parents or caregivers have made. Each child has potential and should be treated accordingly and given the opportunity to succeed.
I think you make many valid points about teaching morals in school. Since each person has their own morals based on their own lives, teachers should not teach or force their personal morals on their students. That would actually be immoral of the teacher. I mentioned in my post, that teachers should establish a set of morals appropriate to the school setting and no matter the backgrounds and cultures of the students, all members of the class can learn, appreciate, and follow those morals which are appropriate for school.
Teaching at risk students is hard job for any teacher. In many cases, the majority of students in a district are considered at risk. It is extremely hard for teachers to reach all of their students needs. To do this, I plan to create a personal and professional relationship with all my students. I feel that it is important to know what the students are doing outside of the classroom. It is important to compliment them. A teacher can always find something nice to say to every student every day. I think it is important that students participate in extracurricular activities. While some students are not great athletes they can participate in athletics or find a club or group that interests them. Once they do this, it is important for me to stay in contact and watch their performances. This lets students know that I do care for them outside the classroom. I am a basketball and track coach and have coached at games where only two parents have attended the activity. It is important to my team and individuals when another teacher comments on how well we played or how hard we participate. I also plan to be available to my students before and after school to offer my assistance. I also plan to have an open door policy with the child's family or caregivers. I think it is important that I continue my education and learn to understand what they students are facing. Education is the best way for low SES students to fight their way out so I plan to educate my students to the best of my abilities. I think that it is important to teach basic morals and values in schools. Students need to learn to not steal, cheat, or lie in everyday life. Many times these are the values that they learn at home through observation and students need to know that this is not the norm or what is expected of them. However, I do not think that we should teach or own personal religious beliefs onto children. This is what church is for. I am a church youth leader and I take that job very seriously and do not see the harm in invited children to attend if they wish, but those teachings should not be taught in school as a curriculum. However, I do feel that science teachers should be able to teach evolution and also mention that some people to believe in a higher power, they just do not need to go into the values of that higher power. Darcy Couse
I really like the ideas that you gave about helping SES families. I did not realize, until your post, that it would be helpful for teachers to help families fill out forms for reduced or free lunches. This would be beneficial for these families to understand the opportunities available to them. These families might also include families that do not speak English and understand the way that our system works. This would be a very helpful to families get the assistance that they need.
Gauging from the variety of posts, these questions pose dilemmas that are near and dear to many hearts. Too often, many children are labeled at-risk, especially when the US is the wealthiest nation in the world. So, what can be done? As many have posted, it is crucial to get to know the individual students. We also need to document changes in behavior, when students are absent, physical marks, and any other experiences that would constitute abuse/neglect. These records are extremly important and good social workers will appreciate them.
At risk students pose situations that are most times difficult to deal with. As a teacher, I believe we should discuss with students abuse/neglect, depression, homeless, and all other problems that our society faces. If the students are aware, they may just be more sympathetic.
I also believe educators need to be educated and make proper referrals when needed. If I see a child who has a change in behavior, I will talk with the parent and offer suggestions, and if professional help is needed, I will want to offer those who can help. Many times our school counselors/psychologist can offer suggestions as well.
As many have suggested, getting to know the students in a professional caring way is beneficial to everyone involved. Many times, the teacher is the only consistant adult in a child's life. That is why it is so important to stay after class, offer complements, give hugs, and listen to the individual.
I have mixed feelings when it comes to teaching moral values. I say this because what I may deem a value, is not necessariliy important to the next individual. However, we can build character. As a KSHSAA official, I am reminded every August by Cheryl Gleason, that what I permit, I promote. This can be applied within the classroom as well. If students are belitteling another classmate, and I do nothing about this behavior, than I am promoting that behavior. If the bully is called on the negative behavior, everyone will understand that the behavior is not permitted.
Darcy, As you mentioned, there are many clubs/activities for students to participate in. However, when students are abused/neglected, many times, the students are not allowed to participate by his/her caregiver. Unfortanately, this leaves us teachers with nothing else to do, than to document behaviors and report, if needed. Do you have any suggestions?
You make a great point that other teachers can make a difference by attending ball games, listening to a musical concert, or judging at an FFA contest. I must add, that when these at risk students become older, I think our job is to continue supporting these students by attending their high school games and activities.
There are many different things as educators we can do to meet the needs of at risk students in our classrooms. I think first and foremost we need to be aware of each child’s individual circumstances and be aware of any problems they may be having. I think meeting with the child and the child’s parent, parents or caregivers at the beginning of the year will give great insight to problems a child may have. I personally will have an open door policy in my classroom where student’s are welcome to come in anytime whether before or after school or during lunch. If students are struggling in an area I will also provide tutoring or help with anything they need at this time.
I don’t think necessarily buying things for students is good way to handle students that can’t afford certain things. Other students would recognize this and it would not be fair to them. However, I think if I have the tools, supplies, etc available in my classroom the kids will know they can use them whenever they are needed. It is also important to pay attention to at risk students and document any changes you notice and report anything that is serious or needs to be better looked at. We as teachers can be one of the biggest advocates for our students and there well being shouldn’t be taken lightly.
As for teaching moral values in public school I am not really sure about this. I do think there are certain things that can be taught in the classroom such as right from wrong, how to act toward others, etc. However, teaching moral values needs to start at home. I understand if a child doesn’t really have a home life and isn’t taught values then it would be important to teach values to them. It seems to me that teaching moral values needs to be collaboration from many different sources.
Lacey K, I too feel that we as educators need to be educated so we can make the correct referrals for our students. Knowing what it is they are having problems with and if an outside person needs to step in could change the course of their lives. I also have mixed feelings regarding teaching moral values, but I really liked the statement that what you permit you promote. It is so true and if we allow certain things in the classroom then students feel that it is alright when in reality it may not be.
Jacque replied to Lacy K: I really like the post that you put down. It really makes sense for us as teachers to encourage the students to become involved in activities. It is also good that we need to promote these kinds of activities going on. I also agree with giving hugs, listening to the individual and being caring, because these students really need that as if all students need that as well. At our school are counselors are wonderful as well as the school psychologist they are often full of great ideas and I turn to them as well.
Discuss how you will meet the needs of at-risk students in your classroom. remember, at-risk includes students of low SES, abused/neglected, depressed. homeless, etc.
I don't think that it can be stressed enough. As educators, we have to get to know our students. We need to gather as much information as we can on each students regarding their work ethic, their home life, their temperment as well as how they are progressing educationally. Teachers must make sure that they keep track of absenses, any "red flags" or behavioral situations that may arise while that student is in their class. I can best meet the needs of all of my students by gathering and documenting this information. The schools do a good job of providing free or reduced breakfast and lunch for families who may not be able to afford lunch cards, milk cards etc. Some schools provide weekend meal bags for students so that they can have some staples and a couple of meals during the weekend when they are away from school. It is important for students to be nourished. This helps their minds think and work and it also helps them stay healthy so that they can stay in school. Some schools also provide free school supplies, backbacks, gym shoes, hat, coats and gloves. The teacher needs to make sure that we are keeping track of some of these needs that are effecting the students in their class which also affects their learning. For students who receive a lot of pull out services such as speech, time in the special education room, gifted services, Title 1 reading and math, I need to make sure that I communicate with the other teachers to make sure that they are getting the services and time that they need to work towards meeting their goals.
Should we teach moral values in public schools? Why or why not? If so, how could you do that?
Yes, I think that part of a childs education should be focused on moral values. I feel that theses should mainly be focused on at home, but if the school also works on moral values, the student is getting these values insalled in them from all areas. Not all children come from a family where their moral values are the same as yours. So there is a grey area when teaching values and character. As an educator, we need to focus on self esteem, being a good friend, how to communicate and behave socially. At our school the counselor works with the students daily with the Boys/ Girls Town system. When a student is exibiting good beavhior or modeling the correct steps, they are given good tickets. At the end of each week there is a drawing for a prize for those who received a good ticket.
Let me first say that I thought your response was very good and thought out. You raised a good point about working with a variety of students. As a teacher in training, I'm always thinking about what I can do for a student in the classroom and while they are at the school. Other than homework, or outside school activities, I had never really thought about involving those students in programs such as Big Brothers Big Sister. These organizations are set up to help students who are at-risk, etc., so that they have a better chance to be successful. Thank you for raising that point.
You stated your response very well. Students should be taught about right/ wrong, good/ bad, how to treat others, how to be a better person, how to act in certain social situations, etc. This task of teaching the students about character is huge and could be a school all in itself. These foundations have to be laid at home and worked on continually. The school should be there to support and continue these concepts, but should not be the sole teacher. You are right, values should be a collaboration of home and school.
When dealing with at-risk students it is very important to make sure we communicate well with them. By letting them know that we care and are willing to make that extra effort will surely help them to open up to us. One way to help show them that we care would be to make the effort to really get to know them. Maybe we can find out what they enjoy and then help to incorporate that when it comes time for teaching some lessons. As teachers, we could also try to get them involved in something after school that will help them gain interactions with other children. We spend so much time with students during that day that it is imperative that we let them know that we are there for them. We sort of help to mold students into what they will become and how they will act. If we can teach them what is right and wrong, that will hopefully help them when they get out into the real world. Many students don't have that positive role model at home, so they look to us to teach them what is right and wrong.
Each student needs to be dealt with based on their own needs and situations, and the best way to do this is by getting to know each child and building relationships with them. There are some small things that can be done that make a big difference and show the students that you genuinely care about them and their success. Some examples include smiling and having a positive attitude and complimenting the students. It’s important to ask the students questions outside the academic realm, yet caution should be taken so as not to overstep boundaries. One way to do this is to ask open-ended questions such as “How was your weekend?” or build on information that you already know about the student. If they mentioned they were taking a trip, you can ask them if they had a good time or what their favorite part was. Other things that can help at risk students is to be available before and/or after school to help them, answer questions, or to provide access to the Internet or other helpful items that students may not have access to at home. Teachers should also encourage participation in extracurricular activities based on the child’s interests or talents. A student who does well in art should be complimented on their strength and given an opportunity to continue doing something they enjoy and excel in. It may be necessary to talk to the school or set up a group of volunteers to meet specific needs of families so that the students can participate. Examples may be transportation, financial assistance, or even talking to the family and explaining to them what the program is, who is in charge of it, and how their child will benefit from it. Another important thing for teachers to remember is not to judge the children or their family and not to let preconceived ideas or biases get in the way. View every single child as important, with the ability to succeed, and with individual strengths and contributions. Build on their strengths and be creative in planning assignments and instruction so that every child is included. I think that general morals such as respect, acceptance and kindness should be taught, but there should be boundaries. I wouldn’t want a teacher pushing their own morals or beliefs on my child, so I don’t think it should go much more in depth than simply respecting others’ property, feelings, etc. and accepting those who are different or have different views.
In response to Lyn B. I thought you had some great examples of ways to help students who are at risk. Not assuming that everyone has access to some of the things we think are just ‘normal’ items is important and may take conscious effort on the part of the teacher. Providing materials such as school supplies or clothes not only helps meet the students’ physical needs, it can be directly related to their self-esteem and social/emotional needs. They may be embarrassed if they don’t have these things or if their peers notice they dress different, so as long as the exchange stays confidential, I think it can be an excellent way to help students. It may even be able to take place at the family level, so the student may not even have to know that the items didn’t come from their own family.
I definitely think that it is very important that we know each students personal story and what is affecting them. By getting to know the students this helps us as teachers to know how to handle the student and how to relate to them. I also agree that buying things they can't afford or don't have isn't the best option for them. Maybe we could do a fund raiser or make a point to discuss it with a parent-school organization to see if they could purchase the necessary items.
Many different students will sit in my classroom, and I have the ability to teach them much more than Accounting, Computer Applications, or Keyboarding. There are many things that I can do to help all students succeed in my classroom. Students who are considered “at-risk” may need additional guidance and support in my classroom. I teach Accounting, Keyboarding, and computer courses. The first thing that I can do to assure that my students’ needs are met is to be understanding to their situations. In order to be understanding, however, I will have to connect with each student and make an effort to get to know him or her. I will not make demands of homework, knowing that they do not have the resources at home. Garden City High School understands and supports the fact that students should be given ample time to complete work at the school. I absolutely feel that teachers should teach moral values. Students need much more than subject matter to get along in life. In some cases, students may not get any exposure to positive moral values at home and therefore need the exposure at school. The most important way that I will do this is by example. I will try to be a good role model and to practice the values that I’m trying to instill. Our school has a character-building curriculum included in their classroom management program. We teach the “6 P’s”. Students learn these in 5th grade, higher-grade level teachers build on that, and design classroom management programs around them. Another way that I can teach moral values would be to focus on the business application side of it. I include a lesson on business ethics in my Accounting classes. We talk about current events and bad decisions that were made. We also do a “What would you do?” game. This is a way to apply moral values to the classroom.
" A teacher can always find something nice to say to every student every day. I think it is important that students participate in extracurricular activities."
This is a very good idea, and sometimes can be challenging. I teach Keyboarding to 38-41 freshmen at a time and I have really struggled learning names of the kids who come in and do what they are supposed to do. I will make it a point to say something positive to those students. That will help build a relationship. Also, I wholeheartedly agree with your comment about extracurricular activities. This is the way to keep students engaged in school, and to help them find their niche in school.
Discuss how you will meet the needs of at-risk students in your classroom. remember, at-risk includes students of low SES, abused/neglected, depressed. homeless, etc.
ReplyDeleteShould we teach moral values in public schools? Why or why not? If so, how could you do that?
Be sure to return and respond to at least one classmate's blog. This blog and response are due September 20.
At-risk students are also classified as a student who have low academic achievement and do not participate in extra activities. I would encourage them to participate in my FFA program and show them how much fun they can have and help them develop friendships. I would also offer my time after school to help them with homework or projects that I have for my agriculture class.
ReplyDeleteIf I had a student who was depressed, I would either offer my help to the extent that I can, or provide a person who will be able to help them deal with their depression problem.
I will help any student any way that I can, to help them succeed.
I feel that moral values should be taught in public schools. There is a lack of respect from the students in the schools today, and there is that fear that it will flow over into their careers. We should teach them how to be respectable to administration and employers by setting up mock interviews and then analyzing them with the students.
Also, proper conduct should be taught to the students. Videos and lesson plans can be presented to the students for guidance.
Meeting the needs of at risk students requires caring enough to provide the little extras. Provide a special batch of school supplies that can be discretely provided to students who can’t afford them. Stay after school a couple of days a week and provide a special study hall for students whose parents may not be there to help them with homework or who may not be able to afford computer access at home. Come in early some days and allow students to come in early to work, have tutoring, or just have your company and attention and have a breakfast snack. Allow individual students to join you for lunch one day a week and talk to them about anything but school. Create a special fund to pay the expenses for field trips that many at-risk students can not afford. Keep a supply of healthy snacks on hand for students who may not be getting enough to eat. Let students read to you during silent reading times. Initiate a clothing bank at your school for children to discretely get clothes, shoes, and coats from who might not otherwise have these things.
ReplyDeleteBe considerate in your phrasing of your lessons. Refer to “family” not parents as many students don’t live with both parents or even any parents at all but with grandparents or foster parents. Use social integration strategies to promote friendships across socio-economic levels. Don’t assume everyone has internet and a computer at home when creating lessons or homework. Provide activities that allow children to creatively express their feelings through art or music.
Pay attention to your students. Be aware of their physical and mental appearance. Notice changes that may indicate a problem. Know the signs of abuse and how to handle suspected abuse. Know the signs of depression and/or suicide and have the school counselor talk to the students when you feel there is concern for their mental or physical well being. Let them know you care.
I don’t think moral values should be taught in school, but somehow we always end up teaching a certain level of them. I believe that cultural differences and religious differences should keep us from trying to teach students that our particular brand of morality is what they should follow. But in real life you have to teach many of them the basics of morality like don’t hit, don’t cheat, and don’t steal, for they do not learn this at home. So, we do this through classroom rules, anti-bullying programs, role modeling, and in my son’s school they have a “Life Choices” course that the sixth graders have to participate in that teaches basic morals and social behaviors as well as anti-drug and anti-alcohol messages.
RE: Mallory K
ReplyDeleteI too believe that getting students to participate in extra-curricular activities can really help at-risk students. I wish there were more after school activities at the grade school level for these kids. A couple of the grade schools I sub at have really excellent afterschool programs. These programs used to be free and all the students went. But with the budget cuts the programs had to start charging and initially quite a few students quit going. One of the teachers started a “scholarship” program and pays for most of the students who can’t afford it herself.
I fear the budget cuts are really going to hurt the at risk students by ending the extra curricular programs that provide them with the opportunities for friendship, self-esteem, and motivation.
Lyn
In order to meet the needs of at-risk students, such as, students with low SES, abused/neglected, depressed etc. I would begin by creating a nurturing and welcoming classroom environment where all my students would feel welcome and included. Then, in order to help students achieve academic success, I would begin by modifying the student’s assignments as needed. I would make audiotapes of books; shorten assignments; and provide-one-on-one instruction. I would also use listening, sharing and problem-solving strategies to promote student’s comprehension and decoding skills.
ReplyDeleteIn addition, I would design literacy projects for heterogeneous cooperative groups, and implement peer tutoring in the classroom. I believe these strategies would promote student’s academic levels but very importantly, it would help to foster student’s social, cooperative learning and self-monitoring skills. Lastly, I would motivate my students every day to be all that they could be.
I think we should teach moral values in public schools because values would give the students a sense of cohesion, identity and purpose in life. Most students learn moral values from an early age, from their parents or from the community in which they live in. Therefore, as teachers, we should never try to change student’s moral values, but rather, we should try to teach students that they must respect others, and their property, and very important, as teachers, we should try to guide students in making the right choices in and out of school.
Teachers could accomplish these goals by creating classroom rules, practicing respect in the classroom and being role models.
I have found that the key in dealing with kids, regardless of their situation, is working how we communicate with them. Unfortunately at times, we deal with students who come from a less fortunate home life and because of their natural surroundings they do not have models for appropriate behavior. When they get into the classroom their behavior can be less than desirable. I always have to be aware that "the bark is worse than the bite". We work at our school to make sure that properly communicate with the student instead of making it a "loud" interaction...which is something many of the students are accustomed to engaging in. I teach my students in my leadership class to make sure that when they are dealing/communicating with others that they understand that THEY DO NOT KNOW the other's situation. So, make sure that you are understanding and willing to just listen.
ReplyDeleteAlso, I need to make sure that the students know that they are more to me than just the assigned class that block. I encourage them to come talk to me anytime and I work to form the best relationship I can with them.
From a technology standpoint, we are utilizing the web to have assignments turned in by the students. I know I have a few kids that do not have those resources at home, so I make time in my lessons for the students to utilize our computer lab.
I also see that extra-curricular activities are great for these students because it gives them some structure in their life and it allows them to be in in goal-setting situations. I have found that these kids that are in tough situations love the element of expectations because they see that they can become more than what they have thought or told that they can be.
In regards to the question of should morals be taught in school, I would definitely say "yes". Some students do not have stable households where appropriate behaviors are taught. It is not that there will be a morals class offered. Instead, teachers and administrators need to model the appropriate behavior and reward students for "doing the right thing". At our school we are big on rewarding kids for doing the right thing. We work on being respectful to others and going out of our way to help those in need. This is the third year that we have really worked at this and it is amazing how much it is engrained in our students on doing the right thing. Our discipline issues, thefts and fights have dropped off tremendously since we have focused on incorporating morals in our classrooms.
RE: Mallory K
ReplyDeleteI agree with your assessment that extra curricular activities are beneficial for the students. I have witnessed it first hand how the students progress once they are "included" in a group setting. I also agree with your thought that morals should be taught in the school. They grow up in a society where respect is not shown as much as it has been in the past. What I would tell you as you begin teaching is to make sure that you model the behavior that you want from the students. Sometimes the worst place where respect and appropriate behavior are shown in a school building is the teachers' lounge. Make sure you don't fall into this realm.
Re: Lynn B.
ReplyDeleteGreat response! I think teachers can definitely make a difference in any child's life, especially, with those that need the extra attention or guidance. I like your wonderful ideas for helping students in and out of the classroom environment.
I do however, have to disagree about teaching moral values in schools. I think as teachers, we have the obligation to mold our student's character while they are in our care. Students look up to teachers for guidance, so I believe that we "should" take the time to teach them valuable lessons, lessons that they would need in the real world.
RE: Alison Mohamed
ReplyDeleteI agree with you that the environment of the classroom should be welcoming to the students. It helps the students adapt and make a trusting relationship with the teacher and fellow students. I also believe that motivation will help the students succeed. I have personal experience with kids at the daycare I work at, and if you motivate the kid, they do accomplish more.
I also agree that rules in the classroom are necessary. In my field of study, rules need to be in place to help prevent injury in the shop or while on field trips. Structure is a good concept in the classroom.
To meet the needs of at-risk students, I feel the most important thing I can do for students is to tell and show them that they are loved and that they matter. I wonder if buying a student school supplies or clothes is really going to make a difference to them in the long run. I know it meets their immediate needs, but does it truly make a difference in the long run? I worked with an at-risk teen last year and although I am sure she appreciated the material things I gave to her, it was making her feel needed and wanted that mattered to her. Several of my daughter's friends are very poor and a few live in substandard conditions (like no hot water for showers). With her friends, I have noticed it isn't the material things that matter at all. They are desparatly looking for boundaries and the feeling they are loved. That being said, I intend on making it appoint to attend activities outside of school that I know my students participate in. I intend on having clear classroom rules with consequences that I will not stray from regardless of the student. I think it is easy to feel sorry for the at-risk students and that is the LAST thing they need. Being overly sympathetic sends out a clear message that there is no way out of their lot in life. I will also steer clear of the teacher's lounge when others begin negative student bashing. If I am that particular student's upcoming teacher, I want to remain as unbaised as possible towards my opinion of the child. I do not believe for a second that students want to misbehave. They do it for needs and reasons that are not being met or addressed.In order to better serve my students, I need to develop a relationship with them so that I can learn to meet their needs if possible.
ReplyDeleteI believe that we should teach morals in the classroom because as the nation moves away from a tradtional religious background, morals are no longer taught in many homes as they once were. If our job as educators is to prepare students for life after school, shouldn't we be preparing them in all faucets?
Mallory,
ReplyDeleteI agree with you that we should teach morals in school. You really nailed it when you discussed the lack of respect from the students. I think in most cases, they do what they see done at home. I think that regardless if character traits are taught in the schools, a teacher still teaches them everyday when he/she models the behavior to the students.
Mallory Lammers
ReplyDeleteHow will I meet the needs of at risk students in my classroom? I would love to tell you that there is one cookie cutter answer for this question but the truth is that there is not. No two students are alike. If no students are alike then how do you know what to do with an at risk student? You get to know them just like you need to know all of your students. Build relationships with the student and their loved ones. It is so important to know and understand your students. If you do not know your student then how can you help your student?
I plan to learn about my students’ personal lives. Last spring, when KNEA invited the master teachers to speak one teacher gave wonderful advice. She told her audience to know their students. She discussed her first year teaching and how her principle had challenged his teachers to visit every student’s home before the first day of school. The teacher told us that she learned so much from her visits. I would love to do this when I become a teacher.
My mentor teacher from last spring was also a fantastic influence. She showed me how to schedule individual time with each student and to enjoy getting to know them. She encouraged me to spend time with everyone. Let me tell you. My first formal was so much easier knowing each student personally. More importantly I loved learning more about my students.
Finally, you need to realize one thing about everyone. We ALL need to feel like we belong. We need to feel like we are important to others. We want to feel like we matter. No material good can replace the feeling you get when you know someone really cares about you and that you really matter. I will strive each and every day to make my students know that they matter to me.
In regards to teaching morals in school I do think that it should be done. I feel that this should not be taught by me however. I think the students should teach morals to each other. Now what do I mean by this?! By the time we have these students in our classroom they already have morals. We know right from wrong long before we enter school. The funny part is that not everyone has our morals. Even people who appear to be very much like ourselves can have completely different morals. What an amazing lesson to have students share their moral beliefs with each other. By understanding what others find important and right we can understand how and why they act. Of course you would have to set ground rules. Such as be respectful towards others beliefs. This could also relate to your lesson on morals as well.
Mallory Lammers
ReplyDeleteIn response to Sarah Rhodes…
I really agree with you Sarah. It is so important not to just say that you care but also show it. You are right about rules. Students crave rules and boundaries. Rules are just another way of show that you care. You hit the nail on the head when you said students do not need us to feel sorry for them. I had a student in my internship last semester who would tell you she didn’t get anything for her birthday if she was in trouble. She actually did get some lovely presents from officials at the school but she knew that if she got you to pity her, she would not have to do as much work. At risk students should not be pitied. They are not lost causes so don’t act like they are! I also agree with you about avoiding negative comments about other students. That can very easily create biases that we are unaware of! Great points Sarah!
When it comes to dealing with at risk kids in the classroom, there is not just one way to deal with all of them. It is important to observe ALL of your students, not just the ones in the lower socialeconomic status, and be able to identify when there is a problem. Communication is critical, with both the student and the parents. If the student is obviously struggling with the classwork, talk to the parents and try to work out a plan to help the student at home and in the classroom. If the parents are not willing to help, talk to the student and see if there is anything that you can do to help them. If the student is having social issues, make a class assignment that involves pairs or groups to help the student get involved with more than just the students who sit around them. Involving students in extracurricular activities can also help them socialize more and meet more people. When it comes to incorperating morals, either the students have them or they don't. If they don't, try and take the time to say what was wrong about what the student just said or did. Sometimes the student might not know what they did wrong, so they need a little guidance (especially if none is given at home). Overall, it is just important to identify the students who are at risk, no matter what status or culture they are.
ReplyDeleteAs a teacher in a general education classroom, I will have a responsibility to meet the needs of any at-risk students. This can include children with conflicted family environments, dire socioeconomic status, health issues, or behavior and/or emotional problems. My first task will be to actually take the time to get to know my students. In my current long-term substitute teaching job, there are many days that I have felt pressured with the lesson plans the teacher has left me. I feel that it is go, go, go all day long. I have left a few days feeling like I had no genuine personal interaction (talking about interests or family life) with many of the students. This is something that has saddened me and I really want to strive in my own classroom to make this time available as I believe that both the student and I will benefit from this. The student will know that my concern and interest is genuine, thus building a level of trust and rapport between myself and my students. This will carry over into the students’ academic lives, as well as promoting self-confidence and hope. Next, I will want to have a classroom that is consistent, structured, and meets the needs identified in my students – whether that is academic help, a hug, kind word, or some material object that is desperately needed. My time, in before school and after school assistance, will also be instrumental in my students’ success. Communication will be a key factor – communication with the child in my expectations and encouragement when things are done correctly, communication with parents so that we are on the same page, and communication with other staff involved with a student so that everyone is working on the same goal. I believe that our expectations, with our support and time, should be the same for at-risk and other students.
ReplyDeleteTo this end, I do believe that moral values need to be taught in schools. In fact, I have subbed at a public school where the counselor comes in consistently to present lessons on morals. I feel that many of these children are bereft of homes where morals are taught and this hampers their socialization skills with other students – intensifying their poor school experience. We need to help them learn the skills that will enhance teamwork in the school setting, as well as the future employment setting. Honesty, respect, working hard, compassion and taking responsibility for oneself are important messages and accompany the “whole-child” approach.
This moral teaching can be achieved through class duties, working in groups that promote each other's strengths, insisting on the adherence to classroom rules and posted penalties if infractions take place. These lessons could accompany a reading lesson, movie, or other academic area. The possibilities are endless.
In response to Mallory,
ReplyDeleteI love your mentor teacher's idea of scheduling individual time with each student. I am curious as to how this was accomplished and if you had a question for the day or did the students just come back and automatically start a conversation with you? Our local paper did a news story about the teachers going out the week before school started to meet parents and pass out a packet with information, pencils, and a few pieces of candy. More than that, it was the effort that took place to get to know the parents in their own setting and see where the children were coming from. Definitely students want to know that you care - really care - and I think that this transforms them in to working harder for a teacher because they know the teacher is invested in them and how they do. Sometimes it really does not take much to make a child feel special - a hug, smile, kind word, pat on the back - all of these go to show your love and respect for them.
RE: Alison M.
ReplyDeleteI am curious about your response on teaching moral values. You say we should teach moral values but we shouldn’t change a student’s moral values. How will you know if the values you are teaching are different than the values the parents wish the child to have? I know in general this is a no brainer as here in the heartland of American traditional white European democratic values predominate. But what about the differences in values some of the more recent immigrants possess? We have students from Pakistan, Darfur, Malaysia, Vietnam, and Egypt. Some of the things we teach our students such as lining up alphabetically go against their values regarding the positions of males and females. How do you propose to know when these values exist and how to handle the conflict when they do?
I would love any input you might have. I find the difference in morality as to the treatment of the different sexes to be most frustrating in some ethnic groups. As a substitute I never know quite how to respond when a student says they can’t do something due to a cultural subjugation moral.
Lyn
RE: Brandon P.
ReplyDeleteI appreciate your comments regarding communication. I see that as a major issue in dealing with at risk students. Getting the at risk students to speak up about their needs, wants, and thoughts can be very difficult. We do our best in our observations to make judgments of what these students need to succeed, but often they communicate to us needs that we hadn’t realized. Teaching them communication skills should facilitate the ability to develop effective educational techniques and interventions for these students.
Lyn
My mother taught at risk students for several years and I want to use in my classroom some of her ways of reaching out to them. I would love to involve them more in extra things to do after school. Some of these things could include a Big Brother/Big Sister program, sports,FFA,Scouts,or even a job such as delivering newspapers. Most of these children lack self-esteem, the means to do some of the sports, or the ability to get to these activities, I would work with the schools and parents to find a way if the student wanted to be involved to inquire about scholarships or carpooling.
ReplyDeleteFor depressed students I would contact our school couselor and school psychologist to help assess and meet the needs of the student. I would slao set up a conference with the parents and the school counselor to talk to them about the observations we had seen and to see if there was anything going on that we as a school could help the student deal with.
A depressed student would need me as the teacher to be encouraging, to find and do things in the class that allow them to show their gifts and talents. This would help to build their self-esteem. However this needs to be done carefully so that other students do not pick up on this as favortisim and pick on the student.
I think it is very important to teach moral in the classroom. Just when I was apara for a few years I told all the students that when around me or the student I was working with I expected manners such as please, thank-you, helping others out in need, not calling names,not judging others with differences from their own,etc. If they did not show respect to others it would be hard for others to respect them now and as they grow older. I still see those students now and one told me they call me the manners mom. I have observed them during sports, school events and in public using their manners. I know I can not take full credit for that, but I still believe it helps to mold the students into repectful well rounded students that have manners, understanding and compassion for others.
I also believe we need to believe in our students and encourage them in their strengths and weaknesses. We as teachers need to stimulate them into developing what they love and are gifted at, but also what they may struggle with. They have placed my youngest at a table with students that are brighter then he is in science. He has come home with ideas of projects that he and the others at the table came up with from brainstorming. He is showing improvement on his focusing and he is showing more interest in science. I love this and give credit to the teachers doing this. What they told me they do is they rotate every 4 weeks so that students do not catch on to the ones that are in need and possibly have that chance of picking on them, but also so that all students get the chance to have a variety of ideas flowing and keep it diverse within the classroom.
In response to Christine G.
ReplyDeleteI agree with you on the teaching of morals in the classroom. We also have our counselor that goes into the class and does a lesson, but it is only once a month for 30 minutes.
We now have mentoring lunches with students from grades K-12. I mentor at our middle school with grades 6th and 7th. Our small town has over 100 adult volunteers that come in from all aspects of life, they have to pass a background check, and they go once a month and sit with the kids for 1 hour at their lunch time. During this time we not only eat, but sometimes we do table manners, games involving what would you do if and we scenario play. It is so much fun. I believe this will also help them with morals in life.
I also like that you mention you will take the time to really get to know your students. This will help develope an open and close relationship between you and the student. They will then feel comnfortable telling you anything and this is important, but remember to set boundaries. My friend teaches 4th grade and one of her students started coming to her house just to talk and she had to involve the parents because he would not stop. He did, but it was only after months of intervention by alot of others. Good Post!!
Fist of all, I would create a welcoming classroom where our bond as a class would grow. By creating a safe environment, students will feel comfortable to learn. Also, I feel that by creating a schedule, and stick to it, students will feel comfortable in a routine. The student’s can then feel in control of the next situation. Granted, there will be minor distractions, but that is to come with any classroom.
ReplyDeleteWhen I help the children learn, or encourage them to behave correctly, I would use a positive model. This way the children know that I care about them, and in return hopefully they will learn to care about themselves, and take pride in their accomplishments.
With any wide range of learning styles, I would have the students work at stations, or cooperative learning groups. For instance, for a science lesson, I would create centers where students would be divided into groups. One group might consist of a group project, such as compiling a list of ways to reduce waste in the United States. They could take turns answering questions, and feed off of each other’s knowledge. By hearing students answer before them, they can start to relate other answers to the previous answers, and then generate their own. Another group might consist of a video or movie on the computer about the recycling. Finally, the last group might consist of meeting with the teacher, and reading a passage out of the textbook and discussing the questions.
Also, I would make myself available to students before and after school for help. I would also be in touch with the family to help any student.
As for teaching morals in school, I feel that it is a hidden curriculum. For instance, we teach children to share, be polite, to tell the truth, to respect others, ect. I feel that it is important to teach these morals. Without it, students would not know right from wrong, and they learn through example.
Meeting the needs of at-risk students is one of the hardest things to work with in the classroom. As a teacher we have to look at students needs and work towards helping them. If a child if of a low SES as a teacher many times there are programs that we can help to refer the family to. Ensuring that paperwork like the free/reduced lunch program are sent home and filled out. Another way to work the students of low SES is to offer them school supplies at a discounted price. My sister has a classroom in a highly low SES populated area. She offers notebooks, pencils, pens, and other school supplies for a cheap price.
ReplyDeleteWhen it comes to working with children that are abused or neglected or that are depressed, it is important to to gain these children's trust. Allow them to feel comfortable with you as a teacher and an adult. As a teacher it is important to remember the importance of professionalism ie don't meet with a student of the opposite sex late at night or in a private area. It is important to remember that these individuals need to have someone to talk to though.
As it comes to moral values. I find moral values important but I feel that it is the family and parents responsiblity to teach a child thier moral values. My son went to a daycare that the provider had them pray before each meal. Not that I disagree with this but I do find it to be up to the parents to teach thier child this not a daycare provider or a teacher!
Bailey M. Positive model is such a great way. My son is in head start and last April I was able to attend a national meeting in Florida and I went to a session that was on positive discipline. I think it is such a great thing to think about and use. I think it is great to give children something that they can do rather than force them to do something that they have a hard time doing.
ReplyDeleteLyn and Alison: I agree with you Lyn that I would be interested in knowing how Alison plans on teaching them with out working on changing them. If we teach something many times more so than not someone is going to learn something new and will take it on as a new way!
ReplyDeleteIn response to Christine G.
ReplyDeleteI agree in this busy time of preparing for assessments, and making AYP, so many teachers can get into a “go, go go” type of teaching style, making it hard to teach to the “whole child.” So many children need to be help in many different ways, and we are only one person. But, we could be that one person to change that child’s life.
I also agree that teaching morals is very important. I think we do this without acknowledging it, but so many students are not learning the morals at home. Our district has recently adopted a “Character Counts” curriculum in the past few years that works on morals such as Respect, Citizenship, Trustworthiness, etc. The program has helped our teachers set goals for our students, and rewards them for completing each training program. From what I have seen, it seems like the students really enjoy it too!
I will assess the needs of at risk students on an individual basis. I know I will not do the same for every at risk student I encounter. However, I aspire to be available during regular hours for students who need help in any aspect of their life, not just in my class. I think the best way to help at risk students is by being knowledgeable about what they are facing and what they may be going through. This also includes being able to recognize the signs of a problem in a student.
ReplyDeleteI went to high school that accommodated many at risk students. I had people in most of my classes that were considered high risk. I have friends that can be considered low SES, that have been abused and that have been or are depressed. I consider myself blessed to have not had to deal with these myself but I do understand how it affects students. I think this understanding will help me sympathize with my future students. These students need a teacher who is not going to judge them for their problems and is not going to push them aside because of some bad choices their families have made.
I do not believe morals should be "taught" in public schools. I think boundaries need to be established and enforced and the students can learn from these being set. But I do not believe morals needs to be placed anywhere in the curriculum. For me, morals are something each person needs to evaluate on their own and find something to base them off of on their own. My morals not only come from my parents but from God. I do not see it as my responsibility as a teacher in a public school to force my morals on any student. Again, if they take from my teaching style and my discipline style that is one thing, but to state my morals as higher than theirs or their families is unacceptable in my opinion.
Re: Lyn B.
ReplyDeleteThe things you stated you would do to help these students are incredible. However, it seems to me that too much focus is taken away from teaching the classroom and focused on the at risk students. I agree the students need extra attention, but I do not believe they want extra attention. You say you would like to collect clothes and then discreetly pass them out to families in need. If you had multiple school combining to do this it may work, but I can picture a child being made fun of for wearing a shirt the "popular kid" in class donated. Clothing is not discreet, especially at the middle and high school levels. I also do not know that a middle or high school aged student would like to eat lunch with a teacher, I think this would bring more attention to them then they want to have.
I do like your consideration for stating "family" and not "parents" in newsletter and other information. I also agree with not teaching morals in the classroom and I think the "Life Choices" class is an interesting take on trying to teach morals in the school setting. But I do like that it teaches anti-drug and anti-alcohol messages.
At risk students are students who often fall through the cracks of the public education system and have a high potential for dropping out of school. I think these students are often overlooked because their situations aren’t always obvious and are very rarely talked about by the student. Abused and neglected children seldom speak out because they are ashamed or afraid. These children risk becoming depressed, suicidal and potential drug abusers. Many at risk students come from families with low socioeconomic status. That is, they live in poverty and come from homes with relatively no power, prestige or control over resources.
ReplyDeleteIn order to reach these students we as teachers must first be aware of the reality that these students will exist in our classrooms. It is important to be knowledgeable of the signs of abused/neglected children and depression. We also must be informed of the SES of our students such as where they live, who they live with and what type of background they come from. Educators must treat all students fairly in order to allow students to understand that no “class” of individuals is to be treated as if they are superior to another. All students should be given equal opportunities to learn and to experience success. There should be zero tolerance in the classroom for students separating themselves from those that they feel they are “above.” Teachers must have high expectations for those students of low SES and provide a stress free environment for them to learn in. Teachers should avoid tracking these students in “low-ability” classes and provide ample opportunities for these students to continue building on their knowledge during the summer.
I do feel that morals should be taught and modeled in schools. There are too many students that are not receiving this foundation at home and lack the moral reasoning needed to succeed intellectually and socially. It is important to note that different cultures have different morals. In spite of this, all students can learn the rules that apply to the school setting and follow them accordingly. The best way for teachers to teach morals is to model them appropriately for students to see. When teaching morals, teachers should inform students of the act(s) that they have done that might be harmful to another and should encourage students to see the hurtfulness from the other person’s point of view.
Kersten,
ReplyDeleteThis was a great post. You really brought yourself and your own experiences to the table and that makes you a great future educator. I respect that you have been friends with those that are considered high risk and that you understand and sympathize with these types of students. I agree with the fact that you feel the need not only to assess at risk students regularly, but to also know that each student is different and requires different types of assessments. I agree that teachers need not be judgmental and should never punish students for the choices their parents or caregivers have made. Each child has potential and should be treated accordingly and given the opportunity to succeed.
I think you make many valid points about teaching morals in school. Since each person has their own morals based on their own lives, teachers should not teach or force their personal morals on their students. That would actually be immoral of the teacher. I mentioned in my post, that teachers should establish a set of morals appropriate to the school setting and no matter the backgrounds and cultures of the students, all members of the class can learn, appreciate, and follow those morals which are appropriate for school.
Teaching at risk students is hard job for any teacher. In many cases, the majority of students in a district are considered at risk. It is extremely hard for teachers to reach all of their students needs. To do this, I plan to create a personal and professional relationship with all my students. I feel that it is important to know what the students are doing outside of the classroom. It is important to compliment them. A teacher can always find something nice to say to every student every day. I think it is important that students participate in extracurricular activities. While some students are not great athletes they can participate in athletics or find a club or group that interests them. Once they do this, it is important for me to stay in contact and watch their performances. This lets students know that I do care for them outside the classroom. I am a basketball and track coach and have coached at games where only two parents have attended the activity. It is important to my team and individuals when another teacher comments on how well we played or how hard we participate.
ReplyDeleteI also plan to be available to my students before and after school to offer my assistance. I also plan to have an open door policy with the child's family or caregivers.
I think it is important that I continue my education and learn to understand what they students are facing. Education is the best way for low SES students to fight their way out so I plan to educate my students to the best of my abilities.
I think that it is important to teach basic morals and values in schools. Students need to learn to not steal, cheat, or lie in everyday life. Many times these are the values that they learn at home through observation and students need to know that this is not the norm or what is expected of them. However, I do not think that we should teach or own personal religious beliefs onto children. This is what church is for. I am a church youth leader and I take that job very seriously and do not see the harm in invited children to attend if they wish, but those teachings should not be taught in school as a curriculum.
However, I do feel that science teachers should be able to teach evolution and also mention that some people to believe in a higher power, they just do not need to go into the values of that higher power.
Darcy Couse
In response to Chrystal Wilson
ReplyDeleteI really like the ideas that you gave about helping SES families. I did not realize, until your post, that it would be helpful for teachers to help families fill out forms for reduced or free lunches. This would be beneficial for these families to understand the opportunities available to them. These families might also include families that do not speak English and understand the way that our system works. This would be a very helpful to families get the assistance that they need.
Gauging from the variety of posts, these questions pose dilemmas that are near and dear to many hearts. Too often, many children are labeled at-risk, especially when the US is the wealthiest nation in the world. So, what can be done? As many have posted, it is crucial to get to know the individual students. We also need to document changes in behavior, when students are absent, physical marks, and any other experiences that would constitute abuse/neglect. These records are extremly important and good social workers will appreciate them.
ReplyDeleteAt risk students pose situations that are most times difficult to deal with. As a teacher, I believe we should discuss with students abuse/neglect, depression, homeless, and all other problems that our society faces. If the students are aware, they may just be more sympathetic.
I also believe educators need to be educated and make proper referrals when needed. If I see a child who has a change in behavior, I will talk with the parent and offer suggestions, and if professional help is needed, I will want to offer those who can help. Many times our school counselors/psychologist can offer suggestions as well.
As many have suggested, getting to know the students in a professional caring way is beneficial to everyone involved. Many times, the teacher is the only consistant adult in a child's life. That is why it is so important to stay after class, offer complements, give hugs, and listen to the individual.
I have mixed feelings when it comes to teaching moral values. I say this because what I may deem a value, is not necessariliy important to the next individual. However, we can build character. As a KSHSAA official, I am reminded every August by Cheryl Gleason, that what I permit, I promote. This can be applied within the classroom as well. If students are belitteling another classmate, and I do nothing about this behavior, than I am promoting that behavior. If the bully is called on the negative behavior, everyone will understand that the behavior is not permitted.
Darcy,
ReplyDeleteAs you mentioned, there are many clubs/activities for students to participate in. However, when students are abused/neglected, many times, the students are not allowed to participate by his/her caregiver. Unfortanately, this leaves us teachers with nothing else to do, than to document behaviors and report, if needed. Do you have any suggestions?
You make a great point that other teachers can make a difference by attending ball games, listening to a musical concert, or judging at an FFA contest. I must add, that when these at risk students become older, I think our job is to continue supporting these students by attending their high school games and activities.
There are many different things as educators we can do to meet the needs of at risk students in our classrooms. I think first and foremost we need to be aware of each child’s individual circumstances and be aware of any problems they may be having. I think meeting with the child and the child’s parent, parents or caregivers at the beginning of the year will give great insight to problems a child may have. I personally will have an open door policy in my classroom where student’s are welcome to come in anytime whether before or after school or during lunch. If students are struggling in an area I will also provide tutoring or help with anything they need at this time.
ReplyDeleteI don’t think necessarily buying things for students is good way to handle students that can’t afford certain things. Other students would recognize this and it would not be fair to them. However, I think if I have the tools, supplies, etc available in my classroom the kids will know they can use them whenever they are needed. It is also important to pay attention to at risk students and document any changes you notice and report anything that is serious or needs to be better looked at. We as teachers can be one of the biggest advocates for our students and there well being shouldn’t be taken lightly.
As for teaching moral values in public school I am not really sure about this. I do think there are certain things that can be taught in the classroom such as right from wrong, how to act toward others, etc. However, teaching moral values needs to start at home. I understand if a child doesn’t really have a home life and isn’t taught values then it would be important to teach values to them. It seems to me that teaching moral values needs to be collaboration from many different sources.
Lacey K,
ReplyDeleteI too feel that we as educators need to be educated so we can make the correct referrals for our students. Knowing what it is they are having problems with and if an outside person needs to step in could change the course of their lives. I also have mixed feelings regarding teaching moral values, but I really liked the statement that what you permit you promote. It is so true and if we allow certain things in the classroom then students feel that it is alright when in reality it may not be.
Jacque replied to Lacy K:
ReplyDeleteI really like the post that you put down. It really makes sense for us as teachers to encourage the students to become involved in activities. It is also good that we need to promote these kinds of activities going on. I also agree with giving hugs, listening to the individual and being caring, because these students really need that as if all students need that as well. At our school are counselors are wonderful as well as the school psychologist they are often full of great ideas and I turn to them as well.
Elizabeth Krause
ReplyDeleteDiscuss how you will meet the needs of at-risk students in your classroom. remember, at-risk includes students of low SES, abused/neglected, depressed. homeless, etc.
I don't think that it can be stressed enough. As educators, we have to get to know our students. We need to gather as much information as we can on each students regarding their work ethic, their home life, their temperment as well as how they are progressing educationally. Teachers must make sure that they keep track of absenses, any "red flags" or behavioral situations that may arise while that student is in their class. I can best meet the needs of all of my students by gathering and documenting this information. The schools do a good job of providing free or reduced breakfast and lunch for families who may not be able to afford lunch cards, milk cards etc. Some schools provide weekend meal bags for students so that they can have some staples and a couple of meals during the weekend when they are away from school. It is important for students to be nourished. This helps their minds think and work and it also helps them stay healthy so that they can stay in school. Some schools also provide free school supplies, backbacks, gym shoes, hat, coats and gloves. The teacher needs to make sure that we are keeping track of some of these needs that are effecting the students in their class which also affects their learning. For students who receive a lot of pull out services such as speech, time in the special education room, gifted services, Title 1 reading and math, I need to make sure that I communicate with the other teachers to make sure that they are getting the services and time that they need to work towards meeting their goals.
Should we teach moral values in public schools? Why or why not? If so, how could you do that?
Yes, I think that part of a childs education should be focused on moral values. I feel that theses should mainly be focused on at home, but if the school also works on moral values, the student is getting these values insalled in them from all areas. Not all children come from a family where their moral values are the same as yours. So there is a grey area when teaching values and character. As an educator, we need to focus on self esteem, being a good friend, how to communicate and behave socially. At our school the counselor works with the students daily with the Boys/ Girls Town system. When a student is exibiting good beavhior or modeling the correct steps, they are given good tickets. At the end of each week there is a drawing for a prize for those who received a good ticket.
In response to Jennifer R.,
ReplyDeleteLet me first say that I thought your response was very good and thought out. You raised a good point about working with a variety of students. As a teacher in training, I'm always thinking about what I can do for a student in the classroom and while they are at the school. Other than homework, or outside school activities, I had never really thought about involving those students in programs such as Big Brothers Big Sister. These organizations are set up to help students who are at-risk, etc., so that they have a better chance to be successful. Thank you for raising that point.
In response to Tricia,
ReplyDeleteYou stated your response very well. Students should be taught about right/ wrong, good/ bad, how to treat others, how to be a better person, how to act in certain social situations, etc. This task of teaching the students about character is huge and could be a school all in itself. These foundations have to be laid at home and worked on continually. The school should be there to support and continue these concepts, but should not be the sole teacher. You are right, values should be a collaboration of home and school.
When dealing with at-risk students it is very important to make sure we communicate well with them. By letting them know that we care and are willing to make that extra effort will surely help them to open up to us. One way to help show them that we care would be to make the effort to really get to know them. Maybe we can find out what they enjoy and then help to incorporate that when it comes time for teaching some lessons. As teachers, we could also try to get them involved in something after school that will help them gain interactions with other children. We spend so much time with students during that day that it is imperative that we let them know that we are there for them. We sort of help to mold students into what they will become and how they will act. If we can teach them what is right and wrong, that will hopefully help them when they get out into the real world. Many students don't have that positive role model at home, so they look to us to teach them what is right and wrong.
ReplyDeleteEach student needs to be dealt with based on their own needs and situations, and the best way to do this is by getting to know each child and building relationships with them. There are some small things that can be done that make a big difference and show the students that you genuinely care about them and their success. Some examples include smiling and having a positive attitude and complimenting the students. It’s important to ask the students questions outside the academic realm, yet caution should be taken so as not to overstep boundaries. One way to do this is to ask open-ended questions such as “How was your weekend?” or build on information that you already know about the student. If they mentioned they were taking a trip, you can ask them if they had a good time or what their favorite part was.
ReplyDeleteOther things that can help at risk students is to be available before and/or after school to help them, answer questions, or to provide access to the Internet or other helpful items that students may not have access to at home. Teachers should also encourage participation in extracurricular activities based on the child’s interests or talents. A student who does well in art should be complimented on their strength and given an opportunity to continue doing something they enjoy and excel in. It may be necessary to talk to the school or set up a group of volunteers to meet specific needs of families so that the students can participate. Examples may be transportation, financial assistance, or even talking to the family and explaining to them what the program is, who is in charge of it, and how their child will benefit from it.
Another important thing for teachers to remember is not to judge the children or their family and not to let preconceived ideas or biases get in the way. View every single child as important, with the ability to succeed, and with individual strengths and contributions. Build on their strengths and be creative in planning assignments and instruction so that every child is included.
I think that general morals such as respect, acceptance and kindness should be taught, but there should be boundaries. I wouldn’t want a teacher pushing their own morals or beliefs on my child, so I don’t think it should go much more in depth than simply respecting others’ property, feelings, etc. and accepting those who are different or have different views.
In response to Lyn B.
ReplyDeleteI thought you had some great examples of ways to help students who are at risk. Not assuming that everyone has access to some of the things we think are just ‘normal’ items is important and may take conscious effort on the part of the teacher. Providing materials such as school supplies or clothes not only helps meet the students’ physical needs, it can be directly related to their self-esteem and social/emotional needs. They may be embarrassed if they don’t have these things or if their peers notice they dress different, so as long as the exchange stays confidential, I think it can be an excellent way to help students. It may even be able to take place at the family level, so the student may not even have to know that the items didn’t come from their own family.
Reply to Tricia M:
ReplyDeleteI definitely think that it is very important that we know each students personal story and what is affecting them. By getting to know the students this helps us as teachers to know how to handle the student and how to relate to them. I also agree that buying things they can't afford or don't have isn't the best option for them. Maybe we could do a fund raiser or make a point to discuss it with a parent-school organization to see if they could purchase the necessary items.
Many different students will sit in my classroom, and I have the ability to teach them much more than Accounting, Computer Applications, or Keyboarding. There are many things that I can do to help all students succeed in my classroom.
ReplyDeleteStudents who are considered “at-risk” may need additional guidance and support in my classroom. I teach Accounting, Keyboarding, and computer courses. The first thing that I can do to assure that my students’ needs are met is to be understanding to their situations. In order to be understanding, however, I will have to connect with each student and make an effort to get to know him or her. I will not make demands of homework, knowing that they do not have the resources at home. Garden City High School understands and supports the fact that students should be given ample time to complete work at the school.
I absolutely feel that teachers should teach moral values. Students need much more than subject matter to get along in life. In some cases, students may not get any exposure to positive moral values at home and therefore need the exposure at school. The most important way that I will do this is by example. I will try to be a good role model and to practice the values that I’m trying to instill. Our school has a character-building curriculum included in their classroom management program. We teach the “6 P’s”. Students learn these in 5th grade, higher-grade level teachers build on that, and design classroom management programs around them. Another way that I can teach moral values would be to focus on the business application side of it. I include a lesson on business ethics in my Accounting classes. We talk about current events and bad decisions that were made. We also do a “What would you do?” game. This is a way to apply moral values to the classroom.
In response to Darcy C.:
ReplyDelete" A teacher can always find something nice to say to every student every day. I think it is important that students participate in extracurricular activities."
This is a very good idea, and sometimes can be challenging. I teach Keyboarding to 38-41 freshmen at a time and I have really struggled learning names of the kids who come in and do what they are supposed to do. I will make it a point to say something positive to those students. That will help build a relationship. Also, I wholeheartedly agree with your comment about extracurricular activities. This is the way to keep students engaged in school, and to help them find their niche in school.