AuthorEducatorMotivatorActualizerGuideWes Hall
Success Strategies ForWorking With DisengagedStudents
SAGGIN TO SUITS ™A PART OF THE
Topics of Discussion•••
You Are the Money!
2007 Partnership with Omaha PublicSchools District - SNAPSHOT• How well are we as a school district at helping studentscon...
What is the Language of Education?• Deferred• Get an A today – MAYBE you’ll get a jobtomorrow• Have pride in being educate...
What Language Do Students speak?• Instant gratification• Not now … but … RIGHT NOW!• Faster … Faster … Faster!!!• How is a...
What Are Contributing Factors toStudent “Tune-out?”• The inability to connect education to their futurefinancial well-bein...
THE DATAWe surveyed 1445 studentson the subject of educationand money and here’s whatwe found
According to an ad placed by the Wall Street Journal, “Information isthe new currency,” (December 1, 2011, Wall Street Jou...
Students aren’t alone is their challenge to connect information with future finances. Is itpossible for an English teacher...
Many high school students are still experiencing significant peer pressure relatedto the subject of being or acting smart....
While an overwhelming amount of students agree they go to school to get aneducation (76%) and that they go to school so th...
FIVE YEARS OFIN-CLASSROOMRESEARCHOur research identified two types ofstudents entering our classroom. Onestudent possessed...
WHAT SPECIALIZED TRAININGIS BEING OFFERED TO THESTUDENT WHO DOES NOTMAKE THE CONNECTION?Our observations and research reve...
The Achievement GapIf two students enter theclassroom with totallydifferent ideas of how theeducational processworks, give...
Concept #1• Economically challenged students struggle toconnect education and information to theirfuture financial well-be...
Strategy #1•Quantify Information –Help students understand that “Information” hasa monetary value. For instance, as a keyn...
Concept #2• Many economically challenged studentscapitulate to environmental conditioning, as itrelates to making money an...
Strategy #2• The future is birthed out of the moment.Sometimes it is hard for young people tounderstand the future in tang...
Strategy #2 Cont.• You must introduce HOPE• How do you give hope to a student who feelshopeless?• What is HOPE?
Concept #3• The survey revealed a significant number ofstudents do not believe their teacher helpsthem make the connection...
Strategy #3• Create INCENTIVES that can be used to teachstudents how to use education andinformation as means to ATTRACT w...
The Introduction of This DynamicInformation Enabled Us to TransformStudents From “Saggin to Suits ™”
And From Potential Dropout to …
Crenshaw High School
Success Strategies ForWorking With At-Risk YouthFacilitator: Wes HallCreator of: The Greatness Academy
To bring Mr. Hall to your schoolContact:wesley.hall@lausd.net
Success strategies for working with disengaged students coba
Success strategies for working with disengaged students coba
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Success strategies for working with disengaged students coba

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An independent study conducted by the Institute for Student Empowerment, confirmed, economically challenged students struggle to connect education and information to their future financial well-being. Wes Hall CEO of the Institute, shares success strategies designed to assist challenged students make the connection.

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Success strategies for working with disengaged students coba

  1. 1. AuthorEducatorMotivatorActualizerGuideWes Hall
  2. 2. Success Strategies ForWorking With DisengagedStudents
  3. 3. SAGGIN TO SUITS ™A PART OF THE
  4. 4. Topics of Discussion•••
  5. 5. You Are the Money!
  6. 6. 2007 Partnership with Omaha PublicSchools District - SNAPSHOT• How well are we as a school district at helping studentsconnect an A on their report card to a pair of tennisshoes?• Piloted “You Are the Money” Student EmpowermentProgram / Greatness Academy• Transformed students from dropout to recovery tograduation• Transformed male students from “Saggin to Suits”• Program was turned into an elective course wherestudents receive a credit toward graduation uponsuccessful completion of the class
  7. 7. What is the Language of Education?• Deferred• Get an A today – MAYBE you’ll get a jobtomorrow• Have pride in being educated• Education is a privilege• You should value a good education• You shouldn’t be paid to learn – learning issomething you should want to do
  8. 8. What Language Do Students speak?• Instant gratification• Not now … but … RIGHT NOW!• Faster … Faster … Faster!!!• How is all this stuff I’m learning going tobenefit me in the future?• Why do I have to come to school and sitthrough all this BORING stuff?!!!
  9. 9. What Are Contributing Factors toStudent “Tune-out?”• The inability to connect education to their futurefinancial well-being• The inability to quantify “Information”• Lack of relationship with teacher• The inability to understand the significance of college• The parent’s inability to help them make theconnection• The teacher’s inability to help them make theconnection• The system’s inability to help them make theconnection
  10. 10. THE DATAWe surveyed 1445 studentson the subject of educationand money and here’s whatwe found
  11. 11. According to an ad placed by the Wall Street Journal, “Information isthe new currency,” (December 1, 2011, Wall Street Journal). In thisera, information is a marketable commodity, yet many students don’tconnect information with money.% Agree % I don’t know % DisagreeMoney comes from information 35 43 22I seek out information on my own 44 37 19I know how to turn information into money 33 41 26StronglyAgree10%Agree25%DontKnow43%Disagree15%StronglyDisagree7%Money comes from informationStronglyAgree15%Agree29%DontKnow37%Disagree13%StronglyDisagree6%I seek out information on my ownStronglyAgree12%Agree21%Don’tKnow41%Disagree16%StronglyDisagree10%I know how to turn information intomoneyTHE DATA
  12. 12. Students aren’t alone is their challenge to connect information with future finances. Is itpossible for an English teacher to help a student connect English to money? When thesubject of English is viewed as a course, the challenge can be great, but when English isbroken down to words and information, those bytes of information can be shown to be ofgreat value. English represents “Conversational and literary Currency,” valuablecommodities to anyone seeking advancement.% Agree % I don’t know % DisagreeMy teachers help me connect information to money 32 43 25My school environment teaches me how to connectinformation to money32 41 27The adults in my life teach me how to use educationto make money54 26 20The adults in my life use education to make money 45 34 21StronglyAgree10%Agree22%DontKnow43%Disagree17%StronglyDisagree8%My teachers help me connectinformation to moneyStronglyAgree12%Agree20%DontKnow41%Disagree17%StronglyDisagree10%My school environment teaches mehow to connect information to moneyStronglyAgree22%Agree32%DontKnow26%Disagree12%StronglyDisagree8%The adults in my life teach mehow to use education to make moneyStronglyAgree18%Agree27%DontKnow34%Disagree12%StronglyDisagree9%The adults in my life use education tomake money
  13. 13. Many high school students are still experiencing significant peer pressure relatedto the subject of being or acting smart. The appearance of being or actingeducated is frowned upon in many student/peer circles. Although the subject of“Dumbing down” is widely recognized and frequently discussed in educationalforums, an intentional remedy is yet to be implemented.% Agree % I don’t know % DisagreeSpeaking intelligently is frowned upon amongstmy friends24 38 38I’m embarrassed to be smart around my friends 24 18 58I come to school to see my friends 55 25 20StronglyAgree8%Agree16%DontKnow38%Disagree20%StronglyDisagree18%Speaking intelligently is frowned uponamongst my friendsStronglyAgree10%Agree14%DontKnow18%Disagree22%StronglyDisagree36%I’m embarrassed to be smart aroundmy friendsStronglyAgree27%Agree28%DontKnow25%Disagree12%StronglyDisagree8%I come to school to see my friends
  14. 14. While an overwhelming amount of students agree they go to school to get aneducation (76%) and that they go to school so they will one day obtain a diploma(73%), many of those same students do not see education as a means to futurefinances (34%).% Agree % I don’t know % DisagreeI come to school so I can get a good education 76 7 17I come to school so I can one day get a diploma 73 12 15Graduating from high school will help me attract money 66 18 16StronglyAgree53%Agree23%DontKnow7%Disagree6%StronglyDisagree11%I come to school so I can get agood educationStronglyAgree52%Agree21%DontKnow12%Disagree6%StronglyDisagree9%I cone to school so I can, oneday, get a diplomaStronglyAgree37%Agree29%DontKnow18%Disagree8%StronglyDisagree8%Graduating from high school willhelp me attract more money
  15. 15. FIVE YEARS OFIN-CLASSROOMRESEARCHOur research identified two types ofstudents entering our classroom. Onestudent possessed an understanding ofhow to connect education to her futurefinancial well-being, while the other didnot.
  16. 16. WHAT SPECIALIZED TRAININGIS BEING OFFERED TO THESTUDENT WHO DOES NOTMAKE THE CONNECTION?Our observations and research revealed teachers do notreceive training on how to help students connect education tofuture finances. 68% of students surveyed answered, “I don’tknow” or “Disagree” to the question, “My teacherhelps me connect information to money.”
  17. 17. The Achievement GapIf two students enter theclassroom with totallydifferent ideas of how theeducational processworks, given time, anachievement gap isimminent.
  18. 18. Concept #1• Economically challenged students struggle toconnect education and information to theirfuture financial well-being. The inability tomake the connection reduces the possibility oftheir vigorous participation in theireducational process.
  19. 19. Strategy #1•Quantify Information –Help students understand that “Information” hasa monetary value. For instance, as a keynotespeaker I illustrate how companies pay me for theinformation I share with them and theiremployees. Information has a monetaryequivalent … share relevant examples with yourstudents
  20. 20. Concept #2• Many economically challenged studentscapitulate to environmental conditioning, as itrelates to making money and living asuccessful lifestyle. Many live in “Survival”mode and cannot see how getting aneducation today will help them put food onthe table … tonight.
  21. 21. Strategy #2• The future is birthed out of the moment.Sometimes it is hard for young people tounderstand the future in tangible terms. Findways to connect the information they aregaining today to the money and lifestyle theydesire to enjoy in the future. Create ways tocelebrate the information they master today.Speak in NOW terms and satisfy their need forinstant gratification.
  22. 22. Strategy #2 Cont.• You must introduce HOPE• How do you give hope to a student who feelshopeless?• What is HOPE?
  23. 23. Concept #3• The survey revealed a significant number ofstudents do not believe their teacher helpsthem make the connection betweeneducation and money.
  24. 24. Strategy #3• Create INCENTIVES that can be used to teachstudents how to use education andinformation as means to ATTRACT wealth• Humans love to compete. When you introducecompetition into education you automaticallyincrease participation and energy. You mustmake sure ALL students feel they have anequal opportunity to compete and win.
  25. 25. The Introduction of This DynamicInformation Enabled Us to TransformStudents From “Saggin to Suits ™”
  26. 26. And From Potential Dropout to …
  27. 27. Crenshaw High School
  28. 28. Success Strategies ForWorking With At-Risk YouthFacilitator: Wes HallCreator of: The Greatness Academy
  29. 29. To bring Mr. Hall to your schoolContact:wesley.hall@lausd.net

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