Strategies for Reaching Students At-Risk

1,538 views
1,420 views

Published on

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,538
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
27
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Strategies for Reaching Students At-Risk

  1. 1. Strategies for Reaching Students At-Risk“Know that for kids and teachers alike, growth comesthrough risk taking and mistake making.” - Steven Zemelman, Harvey Daniels, and Arthur Hyde, Best Practice
  2. 2. Agenda ► Identifying At Risk ► Learning Strategies ► 21st Century Learners
  3. 3. Who is At-Risk?Pupil Selection Criteria: Two or more of the following criteria: < 2 MEAP or MME  Victim of Child Abuse or Neglect ELA Test  Pregnant teenager or teenage parent < 2 MEAP or MME Mathematics Test  Atypical behavior or Attendance patterns < 2 MEAP or MME Science Test  Eligible for free or reduced-price lunch  Below grade level in English Language and communication skills or mathematics  Family history of school failure, incarceration, or substance abuse
  4. 4. Cowboy Philosophy “Many people set out to break the spirit of a horse. The lastthing I want to do is break down the spirit of any horse: I’m out tobuild it up so that I can utilize it. I want to relate to the horse on hisown level and on his time schedule. If you want a horse to have agood attitude, you can’t force things on him. You have to give himtime to decipher what it is you want him to do. Usually the problem is the way the horse was taught in thebeginning. Somebody tried to force a lesson on him, or he waspunished harshly for not doing right. If he doesn’t do the right thing,he knows you’re going to jerk harder or spur harder or get a biggermouth bit. So now he’s nervous, scared, and defensive. He is justflat-out turned off to learning. Horses naturally understand a pecking order. Your horse canaccept the fact that you are the leader of the herd and he is thefollower. That doesn’t mean that a horse won’t test you from time totime. He’s going to test you. But you can establish that you are theleader, number one in the pecking order, without causing your horsepain or fear. The way you do that is to control your horse’s mindinstead of his body.” - Craig Cameron, “the cowboy professor”
  5. 5. Read and Respond3 Keys to Motivate Students1. Stress effort – Often students look only at the red marks, what they have done wrong, or the final grade. It is important that educators emphasize the learning and the effort that take place and encourage continued attempts.2. Convey enthusiasm – When students are successful, when they have given their best effort, or when they are attempting something for the first time, educators need to express their enthusiasm to reinforce struggling students. Do this genuinely.3. Engender hope – Above all, teachers need to create a climate of hope in the classroom that all students can learn. With hope, students will not easily give up and will be motivated to learn.How true are these for our own motivation? Copyright 2007 Success4Teachers.com
  6. 6. Sustained Silent Reading"Research has shown that reading ability is positively correlated with the extent to which students read recreationally.” - National Center for Education Statistics, The Condition of Education 1997 “Young people who read for pleasure are able to make connections with the world around them and eventually grow to understand themselves on levels they never thought possible.” - Rafe Esquith, Teach Like Your Hair’s on Fire
  7. 7. Sustained Silent Reading ResponseS Each day that we read in class, you are to respond to what you’ve read. Your responses should be 3-5 thoughtful sentences per day. Your first sentence should summarize what you’ve read, but the rest should address your opinions about the characters, the events, and/or the writing style in the novel.S Title________________________ Author_____________ Chapter _________ Page #’s________ Rating 1 2 3 4 5 Reading Response:R Question, Clarify, Summarize, Predict, Evaluate, or Connect:R New/Interesting Vocabulary Words: Chapter _________ Page #’s________ Rating 1 2 3 4 5e Reading Response:s Question, Clarify, Summarize, Predict, Evaluate, or Connect:p New/Interesting Vocabulary Words:o Chapter _________ Reading Response: Page #’s________ Rating 1 2 3 4 5ns Question, Clarify, Summarize, Predict, Evaluate, or Connect:e New/Interesting Vocabulary Words:
  8. 8. Talk to the Text
  9. 9. Name ____________________________ Date _________ Hour _______ T Directions: Read and analyze the following poem with a partner, paying special attention to each line or stanza and make notes to clarify the a message. l The Road Not Taken Robert Frost k Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;to Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that, the passing there Had worn them really about the same,the And both that morning equally lay In leaves no step had trodden black. Oh! I kept the first for another day! Yet knowing how way leads on to way, T I doubted if I should ever come back. I shall be telling this with a sigh e Somewhere ages and ages hence: Two roads diverged in a wood, and I – I took the one less traveled by, x And that has made all the difference. t Re-read the poem with your notes and state the theme below: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
  10. 10. Essay of the Week
  11. 11. Es Directions: Please read the following statement based on this weeks theme and write a short thoughtful essay (at least 1 page in length) on the back.s Remember: The essay is due next Monday. You will be graded on proper grammar, spelling, sentence structure, and organization so please use your resources and graphic organizer to ensure a thoughtful essay.a The Power to Change Livesy This week we’ve studied how the power of words, either written or spoken, can be used to change the ways in which people view themselves and others. In the case of Edwards, he was one person alone who tried to change the lives of others. In the case of the witch-hunters, they used words through accusations to destroy lives. How can people use their power to make a difference in their lives and the lives of others?of Please thoughtfully discuss your point of view about this topic. Evidence 1 Evidence 2the Thesis StatementWe Evidence 3ek In your essay, take a position on the statement. Use specific reasons and examples to support your position.
  12. 12. E Power of Changing Livesx Words can make a difference in someone’s life, either for the better or worse. When people use their power of written or spoken words it can either hurt or make their lives better. People can put other people down with theire words and they could think less of themselves or it could be the opposite and make someone feel a lot better about their self. Edwards, the witch-huntersm and telling someone that you are proud of them are all examples of how this can happen.p Edwards used his words to try and change the way people thought about god. He told them there was nothing they could do to save themselvesl from hell. His words changed the way people thought and it also changed the way they acted because they thought that god would forgive you aftera you did something bad, but Edwards said there was nothing you could go. So people started to both not care and basically act out or they would try andr be as good as possible that way they wouldn’t go to hell. The witch-hunters used their words to change people’s lives becausey the tests that they would use were so simple and it would be anyone that everyone feared they would be accused of being a witch. Once you were accused of being a witch there was nothing you could do you were going to die no matter what. Either by proving you weren’t a witch or just confessingE because the pain of proving it was too much and then they would kill you because you said you were a witch. The words that the witch-hunters usedx where so conniving that the people who were accused of being the witch would get stuck and just give in. When they gave in it changed their lifea because they would then get killed. Giving someone a hug and saying how much you are proud of themm makes them feel better. It can change the way they think about themselves and their confidence can go up from something that simple. Telling people kind stuff can make them feel better and sometimes people don’t know howp to show that you made them feel better so they just keep it in. You can change someone’s life for the good or bad by what you say tol them or to other people who then told them what you said. Everything you say has a way of changing someone else’s life.e
  13. 13. But I don’t teach English…“We are teaching kids how to analyze information, relate itto other information they know, put it together, take itapart, and give it back in a form that we request. Itdoesn’t matter what the class is; we all teach the samethings. We just use different terms. English teachers usecommas and adjectives; biology teachers usechromosomes and chlorophyll; math teachers useimaginary numbers and triangles. We are also teaching anoptional agenda: we’re teaching our kids to believe inthemselves.” -LouAnne Johnson, Teaching Outside the Box
  14. 14. Unveiling the Mystery of Learning Protocol1. SEE IT.3. DO IT.5. TEACH IT.
  15. 15. A Vision of K-12 Students Today
  16. 16. Digital Storytelling
  17. 17. Synthesizing Chaucer
  18. 18. A Different Take on Shakespeare
  19. 19. Riders on the Storm The Doors - 1971Riders on the stormRiders on the stormInto this house were born Riders on the stormInto this world were thrown Riders on the stormLike a dog without a bone Into this house were bornAn actor out alone Into this world were thrownRiders on the stormTheres a killer on the road Like a dog without a boneHis brain is squirmin like a toad An actor out aloneTake a long holiday Riders on the stormLet your children playIf ya give this man a ride Riders on the stormSweet memory will die Riders on the stormKiller on the road, yeah Riders on the stormGirl ya gotta love your man Riders on the stormGirl ya gotta love your man Riders on the stormTake him by the handMake him understandThe world on you dependsOur life will never endGotta love your man, yeah
  20. 20. Better Not Look Down -B. B. KingIve been around and Ive seen some things You better not look down, if you want to keep on flyingPeople moving faster than the speed of sound Put the hammer down, keep it full speed aheadFaster than the speeding bullet Better not look back, or you might just wind up cryingPeople living like Superman You can keep it moving, if you dont look downAll day and all nightAnd I wont say if its wrong or if its right I was walking down the street at sunrise one morning,Im pretty fast myself in London, EnglandBut I do have some advice to pass along And there was a very large Rolls Royce limousine,Right here in the words of this song pulling slowly along the street And in that Rolls Royce was the queen of England,You better not look down, if you want to keep on flying looking tiredPut the hammer down, keep it full speed ahead Just go back from a party, and the queen leaned out and,You better not look back, or you might just wind up crying she said: "Arent you B.B. King?“You can keep it moving, if you dont look down She said: "Oh B.B., sometimes its so hard to pull things together. Could you tell me what you think I ought to do?“An old girl friend of mine showed up the other day And I said:That girl have lived in love and for love,and over love, and under love all her life You better not look down, if you want to keep on flyingIf the arrows from cupids bow that had Put the hammer down, keep it full speed aheadpassed through her heart had been sticking Better not look back, or you might just wind up cryingOut of her body she would have looked like a porcupine, You can keep it moving, if you dont look downAnd she asked me,"B.B. do you think Ive lived my life all wrong?“ You better not look down, if you want to keep on flyingAnd I said: "The only advice I have to pass Put the hammer down, keep it full speed aheadalong is concealed in the chorus of this song", girl Better not look back, or you might just wind up crying You can keep it moving, if you dont look down High Standards. High Results. No Excuses.

×