This document discusses success strategies for working with at-risk youth. It begins by defining at-risk students and explaining that punitive approaches often don't work. It emphasizes the importance of building relationships with students and controlling your energy in interactions. Specific tips are provided for maintaining a calm, friendly authority and establishing boundaries. The document also stresses the importance for teachers to have a sense of purpose, passion and power to stay motivated and help motivate students. It concludes by providing contact information to bring the facilitator to schools.

1. Wes Hall
Author
Educator
Motivator
Actualizer
Guide

2. Success Strategies
For Working With
At-Risk Youth

3. Topics of Discussion
•Beyond the fear of consequence - why
punitive approaches don’t work with many
at-risk youth
•You can’t teach me until you reach me – the
do’s and don’t of building a relationship
with at-risk youth
•Creating a positive learning environment in
your classroom – it’s all about culture

4. Cont.
Passion, power and purpose –
How to keep yourself motivated
so you can motivate your students

6. WHAT IS THE
DEFINITION OF
“AT-RISK”?

7. AT-RISK DEFINITION
•An at-risk student is defined as a
student who meets one or more of the
following:
•A student who is not meeting the
requirements necessary for promotion
to the next grade level or graduation
from high school.
•A student whose education attainment
is below other students of their age or
grade level.
•A student who is a potential dropout.

8. A student who is failing two or more
courses of study.
A student who has been retained.
A student who is not reading on
grade level.
This definition does not include a
student who has been identified for
special education services under
Individuals with Disabilities
Education Act (IDEA).

9. A BETTER WAY TO THINK
OF ‘AT-RISK” IS ----
NEED

10. At-risk youth need
More love
More patience
More commitment
More guidance
And more self-mastery (From you)

11. The #1 stimuli that
determines the
outcome of your
interaction with a
student labeled “at-
risk” is?

12. YOU

13. Success strategy #1 ENERGY!!!
Control your energy – Control your
outcome

14. The art is for the student’s behavior to imitate
yours – not for your energy to become like
theirs

15. Energy is the non-spoken
conversation that speaks to the
instinctual facet of the receiver

16. How to maintain your advantage
Know that each student knows where they
are
Know each student who remains in school
is still trying to play by the rules –
(parents – society – etc.)
Know that you have options related to
how you handle a challenging situation –
and subtly make them aware of those
options

17. How soon do youth begin to
size you up?
Immediately

18. “My mom used to bring
strange men to the house.
I learned how to read
people really quick for my
own protection.” Abused 14 year
old girl

19. SUCCESS STRATEGY #2 -
RELATIONSHIPS
You can’t teach me until you reach
me

20. Relationships do’s
and don’ts

21. Don’ts
Don’t - try to be cooler than you really are
Don’t – play at the same level the
students wants to play – be playful but
don’t play
Don’t match tone with student who
speaks to you in a disrespectful tone

22. Do’s
Do – display calm and friendly authority
Do – establish boundaries early
Do – tell students exactly what to expect
from you and your class
Do - Understand their energy and allow for
“Energy” moments
Do – praise publicly (often) – criticize
privately
Do - allow students to see your lighter side
Do – express genuine concern for student’s
success

23. Success strategy #3
Empowering You!!!
•Purpose
•Passion
•& Power!

24. The “I Am” is always becoming
Anything that is not growing … is dying
Anything that is standing still … is going
backwards
Make sure you’re always BECOMING better – greater – more complete

25. Purpose Is The One Thing That
Keeps You Going When
Everything Around You Is
Falling Apart
Purpose Excites You
Purpose Ignites You
Purpose Pulls You
Purpose Drives You

26. “I Am Here For A Purpose And
That Purpose Is To Grow Into A
Mountain, Not To Shrink Into A
Grain Of Sand. Henceforth Will I
Apply ALL My Efforts To Become
The Highest Mountain Of All And
I Will Strain My Potential Until It
Cries For Mercy!” Og Mandino

27. Question
How does the brain learn?

28. Through repetition
They even wrote a song
about it

29. Another Question
When does the brain stop
learning?

30. The moment a habit is formed

31. When does the brain begin to
learn again?
When it accepts there is a
problem and it conflicts with
who you are

32. Be careful about
the “Habits” you
allow to form
within you and in
your classroom

33. Success Strategies
For Working With
At-Risk Youth
Facilitator: Wes Hall
Creator of: The Student Empowerment Program

34. To bring Mr. Hall to your school
Contact: Ebony Hawkins –
402-714-3894 or
whall8882@aol.com