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By amyw | Sunday, June 7th, 2009
Overview: I would like to help facilitate a smooth transition for a group of special education eighth-graders in their move from the k-8 school where I work to the high school just across the street. I want to help these students by being supportive while encouraging new healthy relationships as well as a growing independence. I have included some of the actions I have taken this year to help specific students, but I would like to put together a simple, ‘bridge’ program that could be used to help Learning Center SPED students going into high school every year. Most significantly, I’d like, if possible, to include students in this ‘bridge.’ I’ll explain how this might work as we go along.
My school’s general population: This school, as well as the high school where the students are moving, is in an affluent urban neighborhood with very low ESL rates, high TAG rates, and socially/politically powerful families. However, about half of the students I’ll be talking about come from families of relative poverty by comparison.
This Year’s Kids- why they are at risk for dropping out: Tom, Fred, Quasha, Tara, and Belinda are eighth graders heading to high school. Their needs vary but each has utilized learning center assistance and each- in her or his own way- is at particular risk for dropping out. Quasha and Tara are of racial minorities, come from low-income families, and have high rates of absenteeism and tardiness. Tom, Quasha, and Tara all express negativity about learning, education, and their futures. Fred has built very few peer or staff connections in his time at our school, acts out frequently in class, reports that teachers don’t respect him, has experienced school violence, and has had a number of school changes over the years. Belinda, Tara, and Quasha are negative about their body types, which they see as different from the norm. All of the students have learning disabilities, while Fred is gifted in science and math as well.
Relationships: Over the last two years- as long as I have been at this school- I have moved from level one relationships, characterized by simple friendly, validating comments, to level two, wherein I have offered continual, more personalized support but without spending much time thinking about the possible individual impact of the relationship, and level three, wherein I hear directly from the kids about what does and does not work in terms of support for them. For example, I have worked closely with Tom for two years. He lives with high functioning autism, an issue which, amongst other complications, makes relationships and emotional expression difficult. He often comes off as abrasive and unsociable till you get to know him. Even after two years almost all of the giving has had to be mine with almost no acknowledgement, let alone open appreciation, on his part. Yet one day a few months ago, as I was helping him get through the assigned To Kill a Mockingbird, he stopped me to ask: “Do I ever say thank you?” When I asked, “Thanks for what?” he answered that he wanted to thank me for “reading to” him and helping him “understand” every day. Of course overt thanks are not why we do this work but it sure didn’t hurt.
As these kids get ready to go to high school our relationship is at the level four, relay point. I have helped prepare both them and their new LC teachers for what to expect with one another by participating in discussions and introductions. Because I do work with many of our LC students, both in the LC and in mainstream classroom, I’ve gotten to know them well, and I am in a good position to help with this transition to high school.
Goals: My short term goal with this bridge has been to help these children (and we often forget that people going into high school are still, however big, kids) have less anxiety around their move to high school. Long-term goals include helping them connect with people who can assist them to make good behavior choices, keep up passing grades, find and explore their passions, graduate ready to be life-long learners, and use their education to positively change and equalize society.
Available resources: My co-workers, many of whom have worked in PPS much longer than I and a few of whom have previously worked at the high school, are resources. These folks have connected me with the appropriate people there and have helped me answer some of the students’ questions. Of course, staff at the high school are now resources as well. Further, students I have previously worked with who transitioned last year, and even parents, are potential resources.
Actions taken/ plan of action for future: A little earlier this year I got to visit the school where they will attend to get the lay of the land. I also borrowed a PowerPoint that a co-worker had helped put together with pictures of the high school, and info on basic rules, school structure, extra-curricular opportunities, credit requirements, academic assistance options, etc. We went over the PowerPoint with the kids and took questions, dispelling some myths and getting back to students later with answers to those we could not answer at the time. Each student received a small, easy-to-read map of the school and help forecasting for next year’s classes. The first week of school I’ll check in with the kids, ask each how they are doing, remind them of ways that they have been successful in the past- using planners to track assignments, asking teachers questions after the bell if they are uncomfortable asking in front of the class, finding a trusted adult if confused, seeking out a trusted peer: Tom and Fred have been good for one another on occasion in this capacity as have Tara and Quasha- and I am always available; they have been given my work email- etc.
The more comprehensive ‘bridge’ program I envision could look like this: each year kids who have successfully transitioned the year prior from our program to the high school across the street could be brought over to talk to our eighth grade kids. The older kids will have first-hand experience, know the SPED teachers and many of the gen ed teachers, know the rules, school layout, procedures, etc. These kids could show the PowerPoint mentioned earlier, answer questions, give the incoming students a school tour at the new building, allow them to shadow for a day, and provide light-duty mentorship during the early part of the transition. All of this would be organized and supervised by someone such as myself, a LC staff who can problem-solve and take responsibility when students need assistance.
Any suggestions? Thanks!
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Why kids drop out of school
By tbraun09 | Wednesday, May 27th, 2009
I refer back to Absenteeism as being a major contributing factor for kids dropping out of school. Based on The Silent Epidemic article that I had read there was a higher percentage of students dropping out their last year of middle school compared to the year before. Taking longer lunches and delinquent behavior were some of the factors recognized as contributing to truancy issues based on their survey. I also found it interesting to understand how poverty plays such a large role in kids dropping out of school.
A person represented in this socio-economic class may not have access to all of the needed resources to improve oneself. It was noted in the article that one who grows up in poverty has a much higher chance of living in poverty as an adult. The lack of parental support, possibly due to their own low education level also plays a major role on whether a child drops out.
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Using Cross Cultural Communication to Improve Relationships
By Danielle Miles | Sunday, May 10th, 2009
-When I hear students use the phrase “common sense” or “it’s just good manners” (code words for the dominant group’s values and norms) I can ask them “Whose common sense?” or “Whose idea of manners?”
-Explain the concept of ethnocentrism with colorful historical examples. Then have kids share differences they’ve noticed between the way their family does things and the way other families do things. Have discussion about how we are often more comfortable with certain ways because we are more familiar with them, and tend to believe those ways are better simply because we are more familiar with them.
-Have discussions about what stereotyping is, ask the kids about their experiences being stereotyped and to try to identify what lasting effects those stereotypes had on them, their situation, the people around them, etc. Talk about the dangers of stereotyping, and the effects it has on society, opportunities, and even self-concepts.
- An EXCELLENT RESOURCE:
“Nonviolent Communication: A language of Life” By Dr. Marshall B. Rosenberg. Breaks communicating through conflict down to it’s roots and shows how we can address and find creative ways to meet our own needs and learn to hear what others are feeling and needing as well.
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How do you communicate expectations for success?
By Danielle Miles | Friday, May 1st, 2009
I recently read an article about Dr. Martin Luther King Jr at an education conference. The topic of one presentation was “First, Teach them to read”. According to the article, Dr. King Jr turned to his colleague and said, “First, teach them to believe in themselves.”
I was struck with the simple profundity of the statement. Before any of us can do something, we have to believe that we will be able to do it. Before teaching a child to read, teach them how to believe they can tackle reading- even if it takes them longer than any other kid in their class- if they keep trying.
And in order to do that, WE have to believe they can do it, too. We have to keep trying, keep helping, and keep displaying our surety that they will get it. The way that we perceive our students affects the way we treat them, and the way we treat them affects how they view themselves, and how they are treated by classmates.
How can I teach a kid to believe in themselves?
I could really point out their strengths and achievements, and say things like, “See! I knew you could do it.”
Be relentlessly positive
Refrain from saying things like “You’re not even trying/ you’re not trying hard enough”.
I went to a training (Collaborative Problem Solving) that began with “Children do well when they can. When they can’t, it’s up to us to try to figure out how to help them”. We need to connect with them and identify barriers that are preventing them from being successful.
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One-way relationships- reflection
By Danielle Miles | Wednesday, April 22nd, 2009
When I was in high school, I dated this boy from three years. We ‘broke up’ my Senior year, and it was really hard for me to figure out how to deal with the intense emotions- the strong feeling of loss and identity confusion- that arose. I didn’t have the skills (or resources) to know how to cope with what I was feeling. I lost a lot of weight, was having a hard time getting any sleep at night, and was becoming less engaged in my classes. My grades were starting to fall.
My Political Science teacher one day called me up to his desk. He was an older guy, in his late 60’s, with thick glasses. When I sat down across from him at his desk, he looked truly concerned, and I saw a human side of him I had never seen. He asked me if I was doing alright. I told him I was having some difficulty in my personal life, but that it was okay. He asked me a few questions- such as if I was safe at home, if I was getting enough food, etc. I admitted that I hadn’t had an appetite and had been having difficulty sleeping. We talked for a while, and he explained how often, when people feel a loss of control over situations in their life, they will attempt to exert extra control other areas of their lives- in this case, eating. I listened to his advice and I wasn’t sure if I had been purposely denying myself food or if I had just lost my desire to eat, but what mattered here was not that he had the right advice for me. What mattered was that he had showed concern for my well being, not just my classroom performance.
A few days later, my dad mentioned that my teacher had called home, saying he had been concerned about me, that I had “lost some of my feistiness” in his class. This surprised me because I had been pretty sassy to that teacher for as long as I had known him, yet it had not stopped him from caring about my life and well being.
I have never exactly told him that I appreciated his concern for me during that confusing time; but after that event, we had a deeper connection and would talk after class frequently.
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What I’ve learned…
By nadege7 | Sunday, April 19th, 2009
think what surprised me the most when comparing my list with the reasons from this lesson is that kids are dropping out of school to have kids! It’s crazy to think how times have changed since I was in school. I seriously cannot think of anyone I went to school with that got pregnant and dropped out, and now after reading this lesson, they make it sound like it’s so common.
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5 Reasons Kids Drop Out of School
By nadege7 | Sunday, April 19th, 2009
1) Kids aren’t interested in going to class and learning/they feel it’s a wast of time
2) Parental support/motivation and guidance is lacking at home
3) Kids are into gangs
4) Kids are failing classes and think the easy way out is to drop out
5) Pregnancy
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Demi- Service Learning Project
By Danielle Miles | Saturday, April 18th, 2009
I am currently working in an After School Program for kids in grades K & 1. Because parents pick kids up at various times throughout the day, field trips (unless they are in walking distance) are not do-able. However, after discussing it with my Co-teacher, we have decided to do a fundraiser for the Heifer Project.
The Heifer Project is a charity that raises money to give animals- such as cows or chickens- to impoverished communities. Community members then benefit from the milk and eggs the animals provide, and can even sell them to generate community income.
We will start a unit on how families in other economic situations will be given ongoing benefits from their Livestock. They will also be learning the skills of caring for Livestock.
Here is my initial list of jobs kids could do: I will let kids choose their jobs, but will help guide them to a good fit. We will continue to brainstorm and add to the list.
Everyone- take information home and share it with family, neighbors, and friends. Look for people willing to sponsor or partner with us.
Job: Creating a poster like a thermometer to show progress toward our financial goal
Job: I will collect checks and write down amounts donated. Someone will: add up amount weekly and fill in Thermometer.
Job: Present our weekly donations to the class.
Job: Write a letter to go home in our weekly newsletter about the project.
Job: Draw pictures to go in our weekly newsletter about the project.
Job: Write a letter to a local business asking them to sponsor our project.
Job: Write thank you letters and draw pictures to send to Donors.
Job: Visit the School Library and look for Read-aloud books on families in poverty, impoverished nations, Livestock, anything that they feel applies to our project.
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Demi- Creating a Positive School Environment Reflection
By Danielle Miles | Saturday, April 18th, 2009
When I was working as a Skills Trainer, I found so many Middle School students to be very guarded about their personal lives. At this age, they are more likely to seek advice from friends and to resist seeking out help from adults as they assert their independence. Often, those early conversations were incredibly difficult, in that the kid did not want to talk to me. Over time, many kids gradually opened up, and some were happy to talk from day one. Some kids preferred to talk to a certain Teacher, E.A., or School Counselor over me because that person resonated with them. Sometimes, the trick is not needing to be the person they build a relationship with so much as helping them find someone they want to work with.
I had such an enormous case load I would have to randomly pick a few kids for the purpose of this list. I will pick a kid who has been very resistant to all efforts by School staff to build a relationship. This kid is a 7th grader who was first jumped into his gang at age ten. He keeps a stony face and will often clench his jaw and stare tight-lipped away while you talk to him. To make writing about him easier, I’ll call him “L”. Even though I left my position in January to return to school, we still meet once a week.
We have found a starting place. There is an alternative high school called Portland Youth Builders. If a student gets into this program (like all social service programs, it’s budget allows a limited amount of applicants), they receive a High School Diploma while learning a trade skill- often carpentry- and get paid for their work, as though it were a part-time job. Students must show up on time and call in if they are going to be sick. They also must keep their attendance up. This program appealed to L because he has not been living the life of a child for many years, and does not appreciate being treated like a child while at school. He comes from a very low-income family, but has no employable skills and does not want to work in a Fast Food Restaurant. He liked the idea of being treated like a working adult, receiving an income, and learning a trade. The beauty of this program, in my opinion, is that L would be the first person in his family to get a High School Diploma- opening all kinds of doors for him to leave his life of gang-involvement. The program would also help him to create a new peer group and move away from his current one.
With the ultimate goal of being accepted into this program, we set a goal of attending school 4 out of 5 days a week, and raising all his grades to C’s. This may not sound like a high expectation, but even making this change would require a dramatic change on L’s part. It is a challenging but reachable goal that will serve as a foundation to continue to build upon.
Our Action List:
1. Meet weekly and talk- continue building out relationship and trust.
-continue looking for areas of interest to L, like working on cars, to discuss
-see about taking L or a group of kids to RHS to see the Automotive Classes and maybe get a chance to work, if teachers allow.
- Build a partnership?
2. Review L’s attendance & grades and encourage him to stay focused on the goal.
Support and offer help with homework, transportation, etc.
-If L should ever feel open to discuss more personal issues, show empathy and build trust
(letting him know before hand that I am mandated to report acts of violence if I hear of them, or I could lose my job and possibly be prosecuted for withholding such information)
3. Visit Portland Youth Builders to make the possibility a reality- look for contacts at PYB to work with.
4. Look for peer group L could possibly be friends with- groups that have enough support in numbers that L won’t drag any of those kids into gang-affiliation, but who would offer an alternate friend group for L
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Is it too late?!!?
By katelmoore | Friday, April 17th, 2009
Right now I’m at the National High School Journalism conference and the issue of hope is very real for me. Last week I had an awful teaching experience that really made me question if I’m cut out for this. It was certainly not my worst teaching moment ever, but it was a doozy. Today I am surrounded by awesome amazing teachers who have done this hard, hard job for 30+ years, “flunked retirement,” and come back to mentor new teachers and encourage them. Without my journalism mentor teacher I know I would have quit a dozen times this year. Which really speaks to me about the need for hope and encouragement in our students lives. If I didn’t believe, every moment of every day, that every kid can learn, succeed, and live a successful life, I would think that I had perversely chosen my calling. A long time ago I went to hear Howard Zinn speak. If you’ve never read his book, “A People’s History of the United States” you may not know that it is a recitation of the historical horrors of our country that are not generally included in your average text book. After the lecture, an audience member asked Dr. Zinn how he remained so positive and hopeful in the face of reporting such horrors.
Dr. Zinn answered, “There is always hope. Each one of us is like a man throwing pebbles into the river to try to change its course. We never know which pebble will do the job, we just have to keep throwing them.”
We never know which pebble will turn the course of a student’s life. I, for one, never want to stop just one pebble short, even though sometimes my throwing arm, and my soul, become weary.
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