12 Keys for Engaging At-Risk Students

12 Keys for Engaging At-Risk Students

Using Passion, Creativity, and Critical Thinking to Improve Student Achievement

by Bruce J. Stewart

Electronic Edition, Rev. 2.1.4

Copyright 2015 Bruce J. Stewart

This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then please return to your favorite ebook retailer and purchase your own copy. Thank you for respecting the hard work of this author.

Junior Great Books is a product of The Great Books Foundation, Chicago, IL

Paperback ISBN 978-0-9845264-0-6

Cover Art Creative Idea: JoAnn Landes

Cover Design: Willie Hartman

Cover Art: Marcus Akinlana

Editing and Creative Input: Marjorie Pinard

To order print copies, go to www.brucejstewart.com

No part of this book may be reproduced in part or in whole without the permission of the author.

Dedication

I dedicate this book to Madeline, whose support, encouragement, and love has been an infinite source of inspiration. I thank Dr. Debra Feemster for believing in me and providing me the opportunity to teach at Traner Middle School. I thank all of the students of Traner Middle School who helped educate me about life, teaching, and perseverance.

Table of Contents

Introduction

Chapter 1, Make Connections

Chapter 2, Unconditional Acceptance

Chapter 3, Understand Apathetic Students

Chapter 4, From Teacher to Coach

Chapter 5, Maintain a Good Perspective

Chapter 6, Become a Master Teacher

Chapter 7, Become a Special Educator

Chapter 8, Understand and Implement Classroom Management

Chapter 9, Teach Discipline

Chapter 10, Implement a Critical Thinking Curriculum

Chapter 11, Engage the Parents

Chapter 12, Develop a Winning Philosophy

Afterword

Sources

About the Author

Introduction

This book attempts to celebrate the human element of teaching and to recognize the resiliency, determination, and fortitude of over thirty students whom I had the privilege of teaching. The following pages document the power of connecting with students and engaging them in a relevant and critical thinking curriculum. My semi-formal entry into the profession of teaching began the day I assumed full teaching control of a 7th grade class during my student teaching assignment at Traner Middle School, an at-risk school close to downtown Reno, NV, in February of the year 2000. I call this my semi-formal entry because I was not getting paid, yet I had all the responsibilities of the permanent teacher of record. And, it was then, as a student teacher, that I met Sophia and my journey as a teacher and as a learner truly began.

Belief in students evolves into many forms. Sophia, an attractive, seventh grade student of Hispanic descent, was the first student who raised questions in my mind as to the general efficacy of the educational system to meet the needs of its students, especially those students who are defined as at-risk. Sophia’s ebullient personality and infectious smile belied her specific needs as a student, yet her anytime bathroom pass to relieve morning sickness was proof to herself and to me that her growing problem would soon be known by all her classmates. Being pregnant at thirteen years old, while uncommon at this tender age of a child, was no doubt going to be a significant burden for this young student. And yet, during my 12 weeks of student teaching, Sophia’s presence was only interrupted by short trips to the bathroom to relieve morning sickness. Academically, Sophia was engaged, yet she did not see herself as a student; rather, she was determined to be a mother to her child, and without the benefit of the child’s father, but hopefully, with the assistance of her immediate family. While her young age could only produce a naïve perspective of the challenges of being a parent, especially a single parent, Sophia’s situation impressed upon me the importance of my role as a teacher and the potential influence teachers always possess. As I would quickly learn, children in poverty face significant daily challenges, and unfortunately, teen pregnancy, while common in high school, yet uncommon in middle school, was now the defining element of Sophia’s reality.

It was a reality in which academic learning is a low priority, but Traner Middle School, especially in Sophia’s circumstance, was a safe place to be during the day, and a place where she could be guaranteed to enjoy the convenience of three meals a day. It was a place where the school counselor was always available to her when she needed some encouragement or motherly advice. And, Traner Middle School was a unique school, a place where the principal, the assistant principal, the counselors, and many of the teachers viewed their role as educators as a vocation, a calling to serve.

To listen to a student’s questions, to understand what is said and left unsaid, to engage students in a relevant curriculum that is based on critical thinking, and to inspire students to work hard through my belief in them, would hopefully become my essence as a teacher. Through a philosophy which clearly stated that each and every student deserved my full attention, daily I could teach an even greater lesson than the academic curriculum could ever deliver. And for Sophia, if I could provide for her most basic need, which is to feel a sense of belonging in the classroom, and to engage her in the curriculum, then I knew that my efforts during the 12 weeks of my student teaching assignment, held, in some way, the potential for a positive impact. If, through my enthusiasm for teaching literature, I could pass along to Sophia the importance of story and myth in our lives, so that she could seek meaning in her life through reading, contemplation and introspection, then my influence as a teacher could be profound. Perhaps, the defining moment of Sophia’s academic journey would be her resolve to read stories to her young child each and every evening.

I seek encouragement and inspiration from the following words of St. Terese of Lisieaux, May today there be peace within. May you trust that you are exactly where you are meant to be. May you not forget the infinite possibilities that are born of faith in yourself and others. May you use the gifts that you have received, and pass on the love that has been given to you. May you be content with yourself just the way you are. Let this knowledge settle into your bones, and allow your soul the freedom to sing, dance, praise and love.

Author’s note:

The names of all the adults in this book are real, although in a few cases I have chosen not to name the adult. The names of the students have been disguised to protect their identity.

Chapter 1, Make Connections

"Yet the child, like all human beings, has personality of his own. He carries within himself the beauty and dignity of a creativity that can never be erased and for which his spirit, pure and sensitive, exacts from us a most delicate kind of care." –Maria Montessori

This key, Making Connections, is the foundation of all we, as teachers, do. It gives the students a sense of belonging to the class; engages them, motivates them. As teachers, we are compelled to listen to their stories, discover their strengths, and maintain respect for student rights, always.

A Sense of Belonging: Jason

On the fourth day of my new career as a middle school English teacher, I met Jason. The first three days of the school year, Jason was absent. As I would soon learn, Jason was typical of many of the students at Traner Middle School, Reno’s only at-risk middle school. He was bi-racial, lived in a single parent home, actually a motel room, with his mother. Jason’s older brother was in prison, and in only three months’ time, Jason’s mother, and Jason, would suddenly leave Traner Middle School and move to a new motel.

I invited Jason to sit in the front row in a desk that had been assigned to him during his absence. Jason’s hair and smile reminded me of Harpo Marx, the silent and energetic clown of the famous Marx Brothers. His curly brown hair, like Harpo’s, was his trademark; and his engaging and innocent smile was expressive and disarming. However, from the moment class began, Jason tested me. By sitting in the front row, Jason had clear access to me. His view and access were unimpeded. I began the class by reading aloud an opening story which was printed on a sheet of copy paper. As I began to read, Jason pulled a large rubber band from his pocket, and stretched it to its capacity while aiming it squarely at the paper. Fighting back the urge to stop reading and demand that Jason relinquish the rubber band, I took a small step toward him, continued reading, and held out my hand, thereby asking him for the rubber band. Jason ignored my request, and maintained his aim at the paper. I took another small step toward him, continued reading, and kept my palm open. Jason relaxed the rubber band, but instead of putting it in my hand, he placed it back in his pocket. I took two small steps away from him and continued to read. At this point, Jason reached into his pocket, retrieved the rubber band along with a large paper clip. Now, Jason used his thumb and index finger to form a sling shot, and using the paper clip as ammunition, pulled the rubber band back, again stretching it to its capacity. My next move was, as before, one small step toward Jason with the palm of my hand open while I continued to read aloud. When Jason did not relax his aim, I moved toward him again with another small step, keeping my palm open. As I continued to read, there was a sudden, loud pop, almost like a firecracker. The paper clip, which was launched from Jason’s sling shot, had ripped through the paper. Although I was slightly startled, but not surprised that the paper clip was launched at me, I continued reading. As I read, I glanced at Jason and saw a look of complete shock on his face. I kept reading, kept my palm open, and took another small step toward Jason who then quietly put the rubber band in my hand. I continued reading the opening story and proceeded with class as if nothing unusual had occurred. Jason became quite attentive and did not produce any more rubber bands.

Here is what I learned during the first three weeks of school regarding Jason. Jason was absent as many days as he was present. Jason was the main topic of conversation among all of his teachers. Within the first three weeks of school, Jason had been labeled as a trouble-maker and a troubled student. When teachers asked me if I was having problems with Jason, I responded honestly, and I told them that he does quite well in my class. It was true. My primary objective for Jason was to ensure for him a sense of belonging in my classroom; and by making a connection with Jason, his engagement as a student and a positive contributor to the class would be facilitated.

I had also learned that Jason was excellent at spelling. I assigned weekly spelling tests and the result of Jason’s first test was a perfect score. I could not have been more surprised. While he had missed three days of school during the first week, his test was the only perfect score, except for a few students who attempted to use cheating devices. I surmised that perhaps Jason was adept at cheating. The following week, as I gave the spelling test, I studied Jason’s movements closely while at the same time watching the entire class. The results matched the previous week. Jason had a perfect score, the only perfect score in a class of 29 students. Still, I was not yet convinced of his proficiency at spelling. During the third week, I adjusted my routine as I gave the test. Rather than walk up and down the aisles studying all students, I read the words while seated at a stool which was positioned directly in front of Jason. I also started a new routine for the spelling tests. If the students were completely silent during the test I gave them two bonus words of my choosing. The use of the bonus words was, at first, designed to assess Jason’s abilities. Jason spelled both bonus words correctly and I was finally convinced of his proficiency for spelling, and perhaps a gift for reading.

I learned three important lessons during those first three weeks. Firstly, I learned the importance of recognizing each of the unique gifts with which students have been blessed. Secondly, I learned not to listen to my teaching colleagues who insisted on applying labels to students as they had done with Jason. Most importantly, I learned the importance of making genuine and sincere connections with students.

Jason felt accepted and he felt a sense of belonging in my English class. I believe that Jason gained a unique feeling of acceptance because he responded to my questions and observations. For example, I told him that he must really enjoy spelling because of the nice job he did on his spelling tests. He smiled and responded as most fourteen year old boys do, sort of. I asked him what kind of books he enjoyed reading and he told me several book titles, but then he also said, but we don’t have many books at home. Unfortunately, after three months of attending Traner Middle School, Jason’s mother moved again and he was on his way to another school. I also learned that during the short time Jason was a student at Traner Middle School, his mother was diagnosed with an aggressive form of cancer and the prognosis was not hopeful.

Maintaining Interest and Engagement: Maria Sleeps

It was also during my first year of teaching that I met Maria. Maria, a very attractive Latina girl, was a fourteen year old eighth grade student with an eighteen year old boyfriend. Beginning with the first day of school, Maria’s presence dominated the classroom and she immediately became the emotional leader of the class. My success with this class depended upon maintaining Maria’s interest and ensuring she was engaged in every lesson. A significant component of the eighth grade curriculum was the Junior Great Books Program, an inquiry based approach to teaching which uses the Socratic Method as its foundation. A key element in this program is the class discussion which follows several days of studying a short story. The students read the selected short story twice, once as a class, and then again as a class or in pairs while they wrote specific notes on key concepts of the story. Knowing the importance of Maria’s involvement in each class discussion, my task as a teacher was to keep her and the entire class attentive as they listened to the audio tape of the story while following