Alienated learner october 1st o u presentationPresentation Transcript
Sam Rutigliano, NFL Coach
“ You cannot live the perfect day without doing something for someone who will never be able to repay you.”
When students have high aspirations ,
they have the ability to dream about
the future, while being inspired in the
present to reach those dreams.
Whether their goal is to learn algebra
or a trade, get good grades or go to
college, today’s students want to be
successful . Too often , however,
students can’t reach their future goals
and dreams because the conditions
around them do not support their
desire to do so.
As a result, their aspirations flounder
and achievement wanes .
Source: QISA-My Voice Student Aspirations in Today’s Schools
The 1/3 Model-Do You Serve ALL??
Schools are divided into 1/3
Top 1/3 Academic Minded: They are achievers
Middle 1/3 Survivors: They can go up and down in this model: Quiet Type.
Bottom 1/3 Wounded Students: They will not make it without us.
School KILLER Phrases
“ I don’t see the connection.”
“ It won’t work.”
“ We don’t have the training.”
“ It’s not in the budget.”
“ We don’t have the resources.”
“ The principal/board/chair/boss will never go for it.”
“ Don’t rock the boat.”
“ There isn’t enough time.”
“ You don’t understand our problem.”
“ Here we go again.”
Why me? It’s NOT my JOB
SOURCE: Sandi Redenbach
Alienated Student Characteristics
May Have Problems With:
Poor Reasoning Skills
Lack of Support
Negative Attitude about self and/or others
Poor Self Esteem
Lack of Past Success
in or out of School
Depression will be the 2 nd LARGEST Killer after heart disease by 2020
Who Plays The Role??
William Glasser “ Effective Teaching May be the HARDEST job There is.”
Why Address Alienated Students?
Increase student achievement
Increase student attendance
Decrease dropout rate
Increase chances of employment
Decrease chances of jail/prison
If self-esteem is established, self-discipline will follow
. In Kindergarten, 80% of student have High Self-Esteem By 5 th Grade, 20% of students have High Self Esteem By High School, 5% of students have High Self Esteem SOURCE: Redenbach, 2004
How to Address Middle and Bottom 1/3
HQDP For Stakeholders
Develop a No Failure Culture
Extend Grace and Mercy
“ Today’s problems cannot be solved at the same level of thinking that created them.”
“ It is easer to raise strong children than repair broken men.” Frederick Douglas
America’s School Dropout Crisis
7,000 students every school day or 1.3 million students a year do not graduate fro high school as scheduled.
U.S. Dept. of Education Digest of Education Statistics, 2007 estimated state dropouts numbers by states :
Kentucky--39,099 Ohio--116,136 West Virginia--17,407
Die 10 years Sooner
Cost 1.2 million dollars in lost wages , taxes, and health costs
75% of state prison inmates did not complete high school
On average the U.S. spends $28,000 per prisoner and less than $10,000 per student annually
Increasing the graduation rate and college matriculation of MALE students in the U.S. by just 5% could lead to a savings/revenue of almost $8 billion each year
2x TWICE as many males as females in primary grades are in special education
75% of students with SLD are male
76% of students with emotional disabilities are male
50% + of students with communication disorders are male
Given This Reality in Kindergarten…
And This Exit Reality…
Some students need Behavioral/Academic Interventions Immediately to become successful
Interventions should be provided through differentiated levels of intensity
Reliable/Valid Data should be used to monitor the Effectiveness of Interventions
SCHOOL SHOULD LOOK DIFFERENTLY DEPENDING UPON STUDENTS’ READINESS/NEEDS
Hypothesis: Would You Agree?
Rural Learner Characteristics
Rural students are global learners who do not seek individual recognition and do not like individual competition
They like information given to them orally and often have a perception of learning as a social experience
They have trouble with arbitrarily set time frames and have a tendency toward subjective conclusions
They have feelings of powerlessness concerning events and the environment
Clearly, they are not at home in the typical urban or suburban influenced classroom that places so much emphasis on individual performance and achievement
Source: Bloodsworth, 1993
National Study of Rural Stakeholders
More students and parents valued current locale than did teachers-teachers were twice as likely to predict students would remain in their local community than were the students; students predict out of state ; parents predict kids will live elsewhere within the state
Economic constraints to continuing education was the highest barrier among parents and students
Teachers’ expectations may be more limiting than those of students and parents who value their community but also recognize their probable mobility
How Well Are We Preparing Kids?
Nationally, nearly 40% of high school graduates said their education did not provide them with the skills necessary to succeed in college or at work.
Knowing what they know now , 65% of college students and 77% of non-college graduates say they would have worked harder in high school.
Public Opinion Research 2005
Alienated Student Characteristics Dr. Robert Lynn Canady MORE LIKELY MALE MINORITY RECEIVES FREE/REDUCED LUNCH LOW-INCOME HOME LIMITED ABILITY TO CONTROL BEHAVIOR -Does not delay gratification Likely Attended MORE THAN ONE DISTRICT HAS POOR ATTENDANCE PROBLEMS MANAGING TIME/WORKLOADS, AND MEETING DEADLINES SCHOOL HAS HIGH % OF LOW INCOME FAMILIES ONE PARENT DID NOT RECEIVE H.S. DIPLOMA BY MIDDLE SCHOOL DIS- ENGAGED/DISCONNECTED ENGAGES IN SELF-DESTRUCTIVE BEHAVIORS IN GRADES 6-9---10-14% ARE CLINICALLY DEPRESSED
Having the money to purchase goods and services.
Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices .
Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
Believing in divine purpose and guidance.
Having physical health and mobility.
Having friends, family, and backup resources available to access in times of need. These are external resources.
Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.
Knowledge of Hidden Rules
Knowing the unspoken cues and habits of a group.
Recommendations: At-Risk Students- A DIFFERENT Schedule
Middle school & high school leaders identify students who need accelerated mathematics language arts & reading instruction by grade 7
Double dose English & mathematics in grade 7, 8,9 &11
Southern Regional Education Board
Restorative Discipline MUST Replace Traditional Suspensions and Detentions
( See Diploma Plus www.commoncorp.org )
Problems with ZERO TOLERANCE
Use Anti-Violence Programs
Involve community support agencies to foster RELATIONSHIPS parent-student-teacher
Every behavior is a teachable moment
Do not surrender your power during a teachable moment
Everyone in the school is a teacher
Always try to find some kind of a redeeming quality in these students
Build on strengths not weaknesses
Teach the Hidden Rules--Keeps us from judging
Students have hope even when justice is served
Students who see connections between classroom learning and real-life:
Stay in School Longer
ADVISOR-ADVISEE 3 GOALS:
Provide Academic Monitoring and Support
Provide Positive Social and Emotional Experiences
Build Enduring Relationships
POSSIBLE ADVISEMENTS TOPICS
test taking strategies, impact
management, study skills
School rules and policies
Getting to know school
personnel and building
School calendar/key dates
Opportunities to receive
Say “No” to drugs, sex and
Respect for teachers and
Recommendations: Grading Practices
Setting high standards and helping students meet them
Indicating the amount and quality of work needed to earn an “A” or “B”
Encouraging students to do well in school and to help and learn from each other
Requiring work to be revised until it meets quality standards.
Providing guidelines and examples of high quality work to students and families.
Using “incompletes” instead of zeroes.
Using multiple methods of assessment.
Recommendations: Grading Practices
What is the Problem?
Students learn in the early middle grades, they have an option not to turn in their assignments.
More and more choose this option as it is one that requires little or no work or effort.
Teachers believe that they are getting students ready for the real world by giving zeros, since people who do not do their work are fired.
When students reach high school, this pattern is a formula for failure and drop outs.
High ability gets highest marks, take challenging classes
Time is the constant; must learn concepts by due date or fail
Extra help is the students’ responsibility
Feedback is letter or numerical grade
Teachers assume early skills mastered
Ability can be grown; all students should have access to rigorous courses
Students learning at different rates; can redo work/tests
Teachers do not give up on students and provide extra help when needed
Motivate kids that hard work pays off
Give extensive feedback
Must often teach study skills
Recommendations: Grading Practices
Giving zeros or accepting work below standard isn’t working.
It fails to motivate students to make a greater effort.
Dropout rates are increasing not decreasing.
Teachers report that students not doing/completing work is the number one reason for failure in the middle and ninth grades.
More students are entering ninth grade unprepared for challenging high school studies.
Teachers no longer assign grades below a C; students are required to redo/revise work to get it at least to the ‘basic’ or ‘C’ level.
If students appreciate and understand
the place where they live, their attitude
concerning desirability or remaining or
returning to their rural communities
where they might create their own jobs
rather than needing to find employment
Source: Versteeg, 1993
Professional educators have typically assumed
that their mission was to transmit the academic
and educational skills students might need to
further careers in the city. This task often proves
problematic because many parents and
communities seek to keep their children nearby
Source: DeYoung & Lawrence, 1985
… is rooted in the unique history, environment, economy, and culture of a particular place.
The community is the context for Learning.
Student work focuses on community needs.
Community members are resources and partners in teaching and learning
PLACE-BASED EDUCATION PREMISE Schools and students can and should be major players in building and nurturing community. Schools become community-building institutions when they connect student learning to community needs and interests. Communities become school improvement partners when they embrace, enable, and enhance the community-building work of students.
WHY PLACE-BASED EDUCATION
Engages students in work that is relevant to them, useful to their communities, and honored by adults
40-60% of high school students are chronically disengaged
30% of teenagers leave school before earning a diploma
Pairs relevance with academic rigor
Critical Thinking, Researching, Sustained Work
What Learning Opportunities Are in your Community
Understand and Work on Emotional Intelligence
Alternative Ideas to Behavior Issues
Involve Parents K-12
Do not Label/Judge
Encourage-Set High Expectations for Academics and Behavior
Help Students Set Goals (5 Year Plan)
Communicate Learning Targets to Parents/Students
Empower Yourself to Help Students
Give Positive Feedback
Give Focused Feedback
Practice Mercy and Grace
Believe All Students Can and Will Achieve
Engaging the Alienated Student
Ask “What” questions and not “Why
Avoid control battles
Give meaningful discipline, not punishment
Understand, many of us CANNOT understand where they are coming from—DO NOT JUDGE
Provide different avenues for self expression
De-escalation skill training
Create a positive learning environment-we need you and it’s not the same without you