Project #26

Together Against All Odds: Learning from Portraits of Teachers of "At Risk" Students

October 1997

By: Sandra Finney, David Friesen, Caroline Krentz, Sandra Garratt, Brenda Martin, Terri Mayne and Dianne Stark

Chapter 1

Historical Overview: Developing Supports for the Teaching of Students at Risk - Caroline Krentz

In the 1995-96 school year, three university-based researchers - Sandra Finney, David Friesen and Caroline Krentz - submitted a proposal to the Dr. Stirling McDowell Foundation for Research into Teaching. Our impetus for the research study came from our experiences working with preservice and inservice teachers of at risk students in the schools in and around Regina. We recognized the need that both experienced and beginning teachers had for realistic, grounded, and successful ways to respond to the needs of at risk students. At the same time, we wanted to ensure that the positive practices were seen within the full complexity of classroom life today, in ways that valued students' potential to learn. Two purposes guided the initial development of the research:

1. To provide teachers with case studies of good teaching practice related to at risk students.
2. To initiate a network of teachers.

More specific objectives emerged in our discussions. These included:

1. To work collaboratively and supportively with a group of teachers who believe in the potential of at risk students and in the exploration of responsive teaching practices and classroom environments.
2. To develop case studies which illuminate the elements and qualities of classroom life and teaching practices, which are supportive of the teaching of at risk students.

In the fall of 1996 we began to put our plan into action. Over the next school year we organized after-school and half-day meetings with teachers. We held introductory meetings on two different days and times - one after school and the other in the early evening - to accommodate teachers' busy schedules. Over the year it became clear that after-school meetings were the most convenient for the network that emerged. Six, after-school meetings allowed us time to plan the research, establish a network, and share stories of effective practice. When we wanted to discuss issues relating to teaching practice, half-day sessions were scheduled. Two, half-day sessions incorporated story telling to invite in-depth discussions of two central themes which had emerged during the first after-school session. These themes were (a) the meaning of being a teacher of large numbers of at risk students, and (b) the complexities of developing effective teaching practices in this context. Members of the network were so struck by the power of the stories to illuminate both themes that they decided to explore ways to present the material to other teachers of at risk students. The university-based researchers' initial idea of working with three to six teachers to produce case studies was replaced by the teacher researchers' idea of developing a book containing teachers' stories, accompanied by reflective discussions of the stories. The following chart describes the meeting schedule and the gradual shift of focus as a core of teachers shared their vision with the network.

The network's focus gradually emerged over the course of the year. Participants helped shape the nature of the research and the flow of the discussions. Most successful were the half-day sessions when school-based researchers had time to explore the issues related to successful practice in the teaching of at risk students. University-based researchers became the facilitators in discussions and also assumed responsibility for documentation of the events and processes that had occurred during the network's first year. As a result of the nine meetings, which were attended by an average of 9 school-based researchers, a network of about 10 researchers is committed to continuing the research into the next school year.

Chapter 2

Research Design

David Friesen

The title of the original research submission, Realizing Educational Potential through Collaboration: Case Studies on Inner-City Classrooms, implied that case study methodology would be employed. That certainly was the intention of the university-based researchers. However, in the process of building trust through dialogue with the teachers, a different methodology emerged.

At the project proposal stage we had a clear view of what we wanted to accomplish: realistic, concrete, accurate, positive, and successful ways for experienced and beginning teachers to respond to at risk students' needs. Such practices had to be seen within the full complexity of classroom life. To reduce this complexity to oversimplified, technical formulas has, in the past, led to feelings of failure and further cynicism on the part of teachers in relation to the relevance and trustworthiness of educational research. Therefore, to focus on those who are, in many ways, the neediest among our students, we realized that our present educational research had to recognize and respond to these interrelated challenges.

We decided that to unearth the wealth of responsive and supportive practices buried in classrooms that are not often the focus of positive research, we needed to work collaboratively and supportively with a small group of teachers who believed in the potential of at risk students. In the process, we hoped we could eventually observe in their classrooms and write case studies that could be useful to other teachers of at risk students.

As described in the historical overview, we established a support network of about 20 teachers for the teaching of at risk students. Rather than developing case studies based on specific classroom practices, the methodology that emerged involved extensive dialogue within the network that eventually produced narratives of classroom life. Also, the methodology involved interpretation and analysis to illuminate common challenges and best practices. One of the results of this research process was the development of this document, jointly written by the university-based researchers and the teachers.

Throughout this study, ethics - as it relates to this kind of research - surpassed the usual assurances of anonymity and confidentiality. As university-based researchers, we realized an obligation to facilitate the ownership of this project to the teachers. The whole exercise has been far more than simply acquiring good data. It has been a search for ways to work with teachers to benefit at risk students. In the process of acknowledging our obligation, we discovered that the case study approach simply did not fit the needs of this group of teachers. To the university-based researchers in this project, dialogue and narratives, interpretation, analysis, and the production of this document appeared to be the correct ethical response.

Conversation, narrative and interpretation have become prevalent in qualitative research. Carson (1986) suggests that conversation, as opposed to structured interviews, is a meaning-making activity. It is the way that educative communities are created (Friesen, 1996). The dialogue that occurred in the after-school meetings created a community based on trust and openness between teachers and university researchers. The original agenda of the university-based researchers had to be set aside to favor the group agenda that had developed over time. The story method is increasingly being used because researchers realize that teachers make sense out of their teaching experiences by telling stories (Gudmundsdottir, 1991). Stories capture the complexity of teaching practice in a holistic way (Bruner, 1986; Polkinghorne, 1988). Conversations with teachers of at risk students generated stories that provided insight into their lives. Also, the two-way flow of ideas from these conversations ensured equality of position between the university-based researchers and the teachers involved (Florio-Ruane, 1991).

According to Gadamer (1988), the continental philosopher, interpretation is not just another human activity, but "the basic structure of our experience of life" (p. 58). Interpretation is the way we are in the world. Dialogue is essential to any form of partnership because the interpretive process leads to a common base of understanding. Our interpretation of the teachers' stories was a necessary element of the research design because it gave us new understandings of their practice and heightened teachers' understandings as well.

This project has largely been a dialogical and interpretative research process that has involved forming relationships with the teachers and the negotiation of meanings. The contingency of at risk teaching practice demands continual interpretation for new meanings to emerge; therefore, university-based researchers must be immersed in the stories of teachers. Extended dialogue among participants is necessary to come to a common understanding of what makes for good teaching in an at risk environment.

To summarize, our research has evolved from a university initiative to a mutual, trusting collaboration; from a case study methodology to narrative-based research.

Chapter 3

"A Day in the Life": Stories of the Daily Realities of Teachers with Large Numbers of Students Who are At Risk

Sandra Finney

Introduction

For one year, the editors of this monograph have participated in a network for the support of teachers with large numbers of students who are "at risk" because of complex social and economic barriers. What have we, as university-based researchers, learned from our first year in the network? Perhaps, because our discussions were so rich and covered so much ground, it would be most fair to say that we have learned a lot about the sheer complexity of the lives of such teachers. This monograph is about that complexity and what it means to the teachers themselves. As well, our monograph represents a beginning point in helping others understand the implications of this complexity. It is based on the assumption that understanding is the necessary foundation for helpful, supportive actions.

The focus selected for this monograph is the daily school life of teachers of at risk students. Teachers in the network called the story telling around this focus, "A Day in the Life". They felt that by having each teacher member of the network choose one school day, record the events of that day - from beginning to end - and then share their day with the group, a number of positive results might accrue. Their sense for the importance of this process was sound.

Throughout the afternoon spent sharing the stories and discussing the commonalties within them, a large number of positive benefits were noted by the teachers. Foremost among these was the notion, "I am not alone. My experiences are not unique or 'weird' and I have not lost a grip on my teaching reality. Others experience these same things which I experience and are faced with the same sorts of compromises and pressures I face."

A second positive affect was teachers' renewed recognition of their own abilities to survive and grow personally and professionally within such difficult contexts. Their identities as competent and caring teachers appeared to be strengthened through participating in this process. It seemed, then, to be a valid and useful focus for our monograph - one in which we too could play a role by adding our own interpretations of the meaning of the "A Day in the Life" stories.

As has been discussed in the introductory chapter, our interpretations of the teachers' stories is only one aspect of a larger interpretive process. What follows in the remainder of this monograph are two stories chosen from the set of "A Day in the Life" stories developed by teachers in the network and two sets of interpretations of these stories.

First, we have our own responses to the stories. Then, we also include the responses of four teachers in the network who took the stories and our interpretations of them and developed responses to both. In this monograph, through bringing together the responses of what might be called both "outsiders" and "insiders", we hoped to better capture the richness and depth of meaning which the stories contained. While the "A Day in the Life" stories are true, their authors remain anonymous to protect the identities of the students and others in the school communities which they describe. Pseudonyms are used for the teachers and for all other persons in the stories.

The Many Roles and Relationships of Teaching: Mary's Story

My day began at 7:30 this morning with my arrival at school. I just about put my boots on the boot rack but remembered that boots have been disappearing lately, so I took them to my classroom instead. I arrived so early this morning because my preinterns were coming and I wanted to make sure that everything was organized for them. After I spent about 30 minutes straightening my desk and trying to get my head around the things that needed to be done today, I went to talk with my principal about the referrals I have on a couple of kids. Brian was waiting in the hall already, so I gave him a couple of jobs to do in the classroom so he wasn't just hanging around. He was happy to have something to do and not to have to wait outside in the cold.

On the way to Mike's (the principal) office, I ran into Judy (Grade 6/7 teacher). We discussed the upcoming dance. Students are very apathetic about it. We think we only have 30% of the three classes coming, so we consider canceling it. Our conversation moves to the preinterns - Judy has two students as well. One of the ways that we hoped to involve them was through the alternate programs we are using. We discuss how we will timetable the students' time for the day. Then, we decided we better talk to Mike about the dance.

We discussed the dance with Mike, then discussed placements in the Structured Learning Classroom (SLC), possibly for a student in Judy's room and also in mine. We went on to discuss an appropriate course of action for these two students.

I returned to my room to discover three more kids in "helping" Brian. I guess it's too cold and they aren't dressed properly for it.

My preinterns arrived and we sat down and discussed our upcoming lessons for the day. I explained about Jason who is on a half-day, in-school timeout. He probably should be on an out-of-school timeout, but he would be by himself at home and would end up roaming the neighborhood. So it's probably better to have him at school under some supervision. We discussed Andrew who has decided to go to Cochrane. While he has settled on the decision, he's still quite upset about it. He's not consciously upset, but his behavior has been quite inappropriate since making the decision. We discussed Ryan, who has actually had quite a good week. However, he may be upset by the change today and who knows what will happen. We discussed James and the fact that he started Ritalin a week ago. I explained that it has made minute changes in his behavior but his parents have to really get a handle on what's happening at home.

After explaining the situations regarding these students, we discussed the students' possible reactions to the preinterns and how the preinterns would cope with the various scenarios. One can never tell how my class will react to a change in routine. With two additional people, and possibly their supervisor, it is difficult to gauge all the possible reactions. The key is to be prepared for whatever happens.

After our discussion, I got the morning's work ready for Jason's arrival. The bell rang and I escorted Jason to his room while the preinterns stayed with the class. I was really pleased when I returned to find my entire class sitting and working quietly. They seemed to be handling the presence of the preinterns alright…at least for the first five minutes. I'm not sure whether they are still asleep or whether they are too cold!

We completed the grammar and Skills for School Success lessons with the entire class paying attention and working diligently. I was quite proud of them. The math lesson that the preinterns had planned was a little too esoteric for my class. They were very unruly, forcing me to step in to regain control. As well, the lesson was not structured enough with predictable steps. As a result, he students were overwhelmed by the concept. I will have to reteach the material.

I had intended to spend recess talking with my preinterns. However, I had to check on Jason. While I was there, the girls who run the weekly fluoride treatment needed help. So I assisted them. Then Mike and Judy, who were talking in the hallway regarding the dance and our two SLC placements, needed my input. So much for recess.

After recess, five of my students went to Decode C reading class. My preinterns accompanied them. So the rest of the morning was relatively calm.

Just before lunch, James blew up. I had to remove him to the hallway twice. He just would not settle down. He felt he had been falsely accused of talking and acting up in class. When the lunch bell rang, James stomped out of the room to the lunchroom.

When I arrived in the staff room, there was a note on my mailbox to call Allan's mom. Allan has been away for the past five days. I suspect he's been babysitting but mom's covering for him. I was unable to phone her right then because our Parent Advisory Council ordered us pizza for lunch. At 12:15, I met with Mike and the girls' basketball coach to discuss our plan for practice. That took until 12:30 when noon-hour supervision began.

The kids really want to go outside. Hopefully by this afternoon the windchill will have moderated enough for us to let them go out. Their behavior deteriorates the longer they are cooped up. Having had two indoor sessions this morning, needless to say, they are getting a little "stir crazy".

It's 12:35 and James is still angry at the world. He is uncommunicative and anything he does say is very negative. I'm considering sending him home if this doesn't improve. I spoke to Mike about it and he said I should use my discretion. I think I'll let James sit and hopefully he'll cool down on his own.

The 12:45 bell rang. James has cooled down enough to come back. I hope he lasts the afternoon. We begin with

Morphographic Spelling. Because it is so structured, it's a good way to begin with this afternoon and, considering the volatility of my kids today, they will need all the structure they can get. Initially, they don't participate very well. However, by the end they are doing great. They move to French, my prep time. Mike teacher the French class. We decided at the beginning of the year that this would be the best option.

This afternoon we decide that Mike will take one group and I will keep the other. The kids that are with me are very excited because I have promised them that we will study together for the French test tomorrow. We spend an hour reviewing and every kid has at least an 80% knowledge of the material. They are very excited about this and proud of the fact that they have done so well. They say that they wish they could write the test right now. I hope that they do spend a few minutes reviewing tonight because chances are, with their short-term memory being as weak as it is, they won't retain it for tomorrow.

Mike's group comes back and settles in fairly well. Because they have had quite a good day, I say that they can have free work time until recess. We review the parameters and they start working. I can see that they are more unsettled than they were in the morning and that I'll have to do some rethinking of the period after recess if I'm going to get any productive work out of them.

The recess bell rings. It has wormed up enough to go outside. Holy cow! The kids are nuts! I break up five fights and have six kids spread around the playground in neutral corners cooling off. There are at least another 10 who, if I turn my back, will be into fist fights as well.

After recess we settle into a discussion of how to write a hypothesis for our science fair reports. The kids are not cooperating. They're tired and don't feel like working anymore. We get through the bare minimum and I give the kids the remainder of the period to type their reports, write their hypotheses, or do other research. Most handle it quite well. Ryan, Andrew, Colin, and Connor are really struggling to stay on task. I decide I can live with a little chatter as long as it doesn't disrupt the entire class.

The computers were not working properly…..we couldn't find enough disks…..the printer was in use; however…..the kids handled all these hurdles very well. And so ended my day. Except for basketball practice which lasted until 5:15. Oh yes!…and a Parent Advisory Council meeting which ran from 7:00 until 9:30. That was an hour and a half ago. Now I'm at home wrapping up my homework.

My kids never cease to amaze me. On days like today, when there was a multitude of things going on, they could have been absolutely wild. But, considering the day we had, they were excellent. Tomorrow will be virtually a normal day. But who can predict their reactions? I guess the key is to meet them where they are and do what you can to take them beyond. Never a dull moment in a high-risk classroom.

"A Day in the Life" of an Elementary School Teacher: Anna's Story

6:30 am - Time to rise and shine. During my shower, I am wondering if my missing student will return to school this morning. I hardly know her because, although she has been in my room for two weeks, she has been absent five out of ten days. The child was mad at her mom because mom said she was going out to get some food and didn't come home. Must remember to check with our community coordinator and see if she has been able to find anything out.

8:30 am - Make sure the coffee is being made. Check with Pam, the community coordinator. No sign of my missing student. The police have gone with the landlord to investigate. They say there is not much left in the house, but Pam says there wasn't a lot in the house when she was out there before. Pam thinks the family has gone back to the reserve because they haven't shown up at Albert School.

8:45 am - Have coffee in the staff room. Catch up on the weekend news.

9:00 am - Take attendance - wow - everyone is on time - only three absent. Kids color in squares to record their points for being present and being on time. Get the kids to put their books for the book sale for Project Love on the back shelf. Introduce the spelling lesson. Shawn can't find his pencil - he is sure someone has stolen it…..finds it on his desk. Continue with the lesson. Bobby has misplaced his book while Shawn was looking for his pencil. I tell Bobby he'll have to wait and look for the book after the lesson. Everyone starts to work, even Bobby who has found his book somewhere. Kids come to the door to explain their class's Project Love fund raiser. Send students out into the hall in pairs to read to the parent volunteer. James continues to make strange noises and is asked to take a timeout in the hall. He is allowed to come back in after he says he is sure he can work quietly now. Time to move onto social studies. We discuss Saskatchewan symbols. Another pair of students at the door to explain their project.

10:30 am - Recess has arrived. Shawn can't find his boots. I remind him where to look. Ah ha! There they are - on the boot rack!! There is a call from the office to go to the staff room to celebrate Sylvia's Birthday. The angel food cake was delicious. There are doughnuts from the Board to mark Teacher Appreciation Week. Have to chase the ants that the exterminator, who came on Friday, hasn't got rid of.

10:45 am - Standing in the hall, waiting for the kids to come in. James has an ugly face on. I ask him to stand by me and tell me what the problem is. He tells me that Charlie spit oats in his face. I tell him we will discuss this when we get in the classroom. The playground supervisor tells me that Charlie has had problems on the playground and perhaps we could discuss it during lunch. Ask Charlie to walk with me to the room. Bobby goes by with a bruised and cut cheek. Tim, our assistant, is fuming because Charlie hit him with a snowball.

After we arrive in the classroom, everyone is told to continue with social studies while I deal with the playground problems. After an extremely long and convoluted story, Charlie admits that he threw his handcuffs at Bobby thereby causing the bruised and bloody cheek. I confiscate the handcuffs and tell the boys they have each lost 50 points for fighting. Tim came along and Charlie apologized for hitting him with the snowball. Go back into the classroom and tell James to get back into his desk, and we begin with math. Oops…..I remembered the oats spitter! An apology was given and accepted.

11:45 am - Time for lunch. Shawn is missing his scarf and James is talking like a baby. Big mistake. I ask Bobby for his agenda book so that I can let his mom know what happened to his face (they don't have a phone). His book is covered with ravioli and his lunch covers the bottom of his backpack. Bobby cleans everything up and we go to the staff room to round up some lunch for him.

12:30 pm - Talk to the speech therapist about Kelly's language assessment. It's not quite done yet, so we make an appointment to meet next Tuesday at lunch. Discuss Charlie and Matthew with the intensive speech therapist.

12:45 pm - Again record points for being on time, read our story, and then head to the library. Remind Bobby and Charlie they can't borrow books until they return their overdue books. Ask James to walk with me so he is not mauling others. Dear time - everyone is reading. Books on "Space" have caught Bobby's attention.

2:15 pm - Recess time again. No one has lost anything, but Kelly's ski pants have self-destructed. Three safety pins later, off she goes.

2:30 pm - Great! No playground issues to deal with - they hate losing 50 points. We're making valentine pop-up cards. The messages the kids come up with are really sweet. The kids are helping each other so nicely that I give them all bonus points. Bailey makes a frog card with a big mouth instead of a valentine. Check agenda books and record points for the afternoon. Send Chris to the office to talk about our book sale over the intercom.

 3:30 pm - Bobby and Kirstin stay to arrange and finish pricing the books for the sale. I plan for tomorrow. Between the book sale and the dance, I probably won't get a lot done. Kevin's grandma comes in to tell me he will be back tomorrow and "Could I please have some work so he won't be behind when he returns?" Good news - he doesn't have mono!!

4:30 pm - Head of to home. Stop to buy valentines. Darn - I forgot to write on the plus side of Bobby's agenda book. Maybe his mom will come into complain…..I have been trying to get her to come in and talk about Bobby since November.

Chapter 4

University-Based Researchers' Interpretations of the Meaning of Stories

Experiencing Responsibility - David Friesen

As I read these two stories, I cannot help but think about the responsibility that teachers have for their students. Often we think of the responsibility of teachers as the obligation they have by virtue of their teaching role. This includes an obligation to follow the prescribed curriculum and to enforce the rules and norms of the school. It is an obligation shaped by the expectations of society over a long period of time. This kind of obligation suggests a certain fixed teacher identity that is common to most of our experiences of school - the teacher as authority and transmitter of knowledge.

The two stories presented here reveal the lived experience of these teachers in relation to their students and show us another side of responsibility - the teacher's ability to respond to situations and in ways that are not always thought of as the primary focus of teaching. For me, the stories raise the issue of pedagogical responsibility for at risk students. Several questions guide this inquiry into these teachers' stories. Does working with at risk students demand a unique kind of response? Do these stories reveal what that response might be?

Max van Manen suggests in his book, The Tact of Teaching, that pedagogy has to do with the being and becoming of the student. In classrooms where students are more like, than unlike, the teacher in terms of culture, socioeconomic status, and language, students are encountered in a familiar and taken-for-granted way. In classrooms where there are a number of at risk students, teachers are confronted with the "otherness" of the students which demands a response. In Mary's words, "I guess the key is to meet them where they are and do what you can to take them beyond." She does not lose sight of her intentions for them, such as preparing for the science fair, but is aware that several students have personal problems that need to be addressed as ends in themselves. Others have specific learning problems that require modified programs to accommodate them. The pedagogical responsibility reflected in these stories involves taking students at "face value" and going on from there.

Another aspect of the pedagogical responsiveness to at risk students is revealed in the involvement of others in meeting the needs of these students. In Anna's story, she mentions the community coordinator as a significant "other" in the search for the missing student. School staffs, principals, speech therapists, police, a grandma, and specific colleagues (including student teachers from the university) are all mentioned as influences on students with difficulties. Perhaps this community response is specific to the pedagogical relationship with at risk students. Although teachers are under pressure- in the words of Mary, "The key is to be prepared for whatever happens" - there appears to be the realization that a community approach has a better chance for success than the individual attempts of a teacher. At risk students are not some teacher's "discipline problems", they are children with specific needs that require the attention of the community. Parents and guardians are part of that community. Sometimes helpful, sometimes not, nevertheless, these teachers recognize the need for their involvement.

Finally, the stories reveal the teacher's ability to deal with difficulty in teaching. This may be the most important aspect of pedagogical responsibility to at risk students. There is a certain difficulty that pedagogy in this kind of situation demands. In both these stories, there is a relentless string of issues and problems to deal with. As opposed to being overwhelmed by the rapidity and unpredictability of classroom life, both Anna and Mary seem to be able to respond to this by living with the difficulties. A celebration of a colleague's birthday, buying valentines, and interaction with other staff members at coffee and lunch all help them to cope with teaching situations described by Mary as "where there are a multitude of things going on." This living with difficulty appears to shape some teachers into those who are able to respond to at risk students. These teachers demonstrate responsibility in a different way; not only for curriculum in an individualistic way, but to at risk children in a collaborative way.

The Student-Centred Teacher: Mary's Story - Sandra Finney

What does it mean to be a student-centred teacher of vulnerable students? To me Mary's story illustrates that as a teacher one consistently views life from the students' perspective in order to understand them better and see them in the most positive light. Concern for the welfare of others in Mary's work life means that she is constantly seeking to understand what others might need so that they can experience some success or happiness, whether the "others" are preinterns or her own students. How much thoughtfulness is captured in her to the first student she met in her day! "Brian was waiting in the hall already, so I gave him a couple of jobs to do in the classroom so he wasn't just hanging around. He was happy to have something to do and not to have to wait outside in the cold." Later, Mary comments, "I returned to my room to discover three more kids 'helping' Brian. I guess it's too cold and they aren't dressed properly for it." It is clear that Mary makes a habit of seeing things from the students' perspective because such responses are not mandated by the profession, they come from personal conviction about what a good teacher is and does.

As I read through Mary's story several times, I began to note all the ways that Mary shows concern for the welfare of those for whom she is responsible. I found 11 different categories of concerned actions and, as the thread running through them all, her ability to stop and think about the underlying causes for behavior and about the feelings and needs of others. Clearly, the centre of her concern lies outside herself. Throughout the course of the day, Mary showed concern for creating stability in her students' school life, for their physical comfort, for their feelings, and for the best ways to provide them with opportunities to experience success both academically in the school and in their problems at home.

She consistently maintains a positive perspective on their less-than-perfect behaviors. For example, in explaining the unruliness of her students, she says, "the lesson was not structured enough with predictable steps. As a result, the students were overwhelmed by the concept." Another may have thought the students were simply disinterested or inconsiderate. Later, she comments about the last period of the day, "The kids are not cooperating. They're tired and don't feel like working anymore." Here is a teacher who sees her students as persons with feelings and needs and rights.

Mary's personal definition of the student-centred teacher of vulnerable students seems to be captured in her concluding remarks, "But who can predict their reaction? I guess the key is to meet them where they are and do what you can to take them beyond." She is neither content to leave students at their present level of skills and abilities nor to ignore their unique backgrounds and the personal and social problems which they continuously face. If we listen for ways that Mary responds to difficult situations, we can learn a lot from her story of a day in the life of a high-risk classroom. No matter how restricted or troubled our particular life situations, one always has choices about how to respond. I can't help feeling that if every teacher responded to her of his students with the considerateness and firm but positive regard that Mary shows, more vulnerable students would see school as a place where they belong and are needed.

At the Centre of Many Lives: Anna's Story - Sandra Finney

All teachers affect many lives. By their words and actions they have the power to help or hurt, to support or work against the dreams and struggles of students and their families. This power takes on a particular significance with students who face a myriad of social and economic barriers. The vulnerability of such students and families in relation to persons in positions of authority is heightened. In times of crisis, the teacher's actions may make the difference between students' discouragement and despair or determination to remain in the struggle for a better education and a better life. How are teachers affected by the weight of such responsibility? How does the frailty of family stability and the knowledge that many of the students' problems have social and economic origins influence a teacher's actions and outlook? How do teachers who work in schools in low-income neighborhoods maintain their faith in children's abilities and resilience, keep some level of emotional balance, and respond with compassion to the magnitude of problems and to the constant demands on their time, energy, and abilities?

In answering such questions, Anna's story of a day in her life as a teacher of vulnerable students has much to offer. To begin, we learn that even during her early morning shower, Anna is focused on her students and their needs. Mental reminder number one is for the welfare of a new student which involves alerting the community school coordinator of the situation. Mental reminder number two involves the well being of Anna's staff as she "makes sure the coffee is being made." This far, Anna's image emerges as a caring teacher who is at the hub of a network of people, all who depend on her to remain faithful to her personal commitments. I say personal commitments rather than professional responsibilities because each of Anna's actions, to this point, have involved a choice to either take the extra step, which may be needed but is not clear cut nor mandatory, or to let it go and hope someone else will step in or that the situation will resolve itself. Throughout the day, Anna appears to make that extra effort which might tip the balance between discouragement or hope. It strikes me that it is through such small acts of care that Anna maintain her identity as a good teacher.

During the first hours of the school day, it becomes clearer that Anna is indeed at the centre of relationships among the students in her classroom and also a web of other people which includes parents, parent volunteers, students from other classes, and other staff members. Anna coordinates the relationships among these children and adults by drawing from a great deal of information about their experiences and abilities, their likes and dislikes, and common and uncommon behaviors, while continuing to mind the daily timetable and other home-and-school events. For example, "kids come to the door to explain their class's Project Love fund raiser. Send students out into the hall in pairs to read to parent volunteer." Later, Anna's recess break begins with a call to the staff room to celebrate a staff member's birthday and ends with a succession of problems demanding her attention such as, "playground supervisor tells me that Charlie has had problems on the playground, perhaps we could discuss it during lunch" and "Tim, our assistant, is fuming because Charlie hit him with a snowball." Clearly, the teacher is at the centre of these types of concerns - she is the person to turn to when things go wrong.

As the day progresses, Anna addresses each situation that arises, turning no one away without some support or assistance. Bobby gets help cleaning up the ravioli which covers the bottom of his backpack and finding a substitute lunch; a check is made on Kelly's language assessment and her ripped ski pants are mended with three safety pins and a teacher's care. Despite the constancy of the problems and interruptions, Anna continues the day with humor and a positive regard for her students. She has experimented with many ways to help students maintain a positive classroom atmosphere and has found that a point system with whole-class rewards appears to be working well with this particular group. "Great - no playground issues to deal with - they hate losing 50 points. We're making valentine pop-up cards. The messages the kids come up with are really sweet. The kids are helping each other so nicely, I give them all bonus points."

Anna's day ends as it started - thinking about her students and their families, reminding herself of things she needs to do and the contacts she needs to make, and buying valentines for her students. At the centre of many lives is a teacher who cares to remember students' needs, to take the time to bring students, families, and supportive resources together, and to search for alternative management systems and finds, in each of these acts, that the act is its own reward.

I close with the thought that those who can support teachers of vulnerable students could perhaps find more and better ways to support, if they, too, retained an image of these teachers as at the centre of many lives. To me it is important to visualize all the students and their families who are dependent on these teachers for understanding - that extra small act of kindness which can make the difference between hope and despair. When we support teachers with our consideration and kindness, we are helping them build the reserves they need to continue their support of others within their web of care.

Mary's Story: What Might a Parent Say? - Caroline Krentz

As I reflect on this teacher's day, I feel overwhelmed by the intensity of the context as well as the time demands. Her day begins with a very early start, to ensure that the day will go smoothly, and progresses on into the evening hours with a Parent Advisory Council meeting. This teacher lives intense days. I can only hope there are days that are somewhat shorter in length and less demanding.

In this story, the teacher's role encompasses responsibility at several levels: classroom, school, and community. The classroom responsibilities seem to predominate. Most of the story describes individual student needs, subject-area lessons, and student responses. I have the sense that this teacher knows her students well and tries to anticipate ways to ensure each individual's success in learning and social interactions. She is aware these students appreciate routines that set clear expectations. Her sensitivity allows her to set an appropriate pace for a very cold winter day in a classroom. Her pleasure at seeing her students completing their work gives her encouragement. On the other hand, the teacher recognizes that some students need individual guidance and support. She has the patience to wait for an angry student to calm down and rejoin the class.

From a parent's perspective, this teacher seems very committed to each student's success. She speaks with concern when an individual moves outside the group norms. At day's end, she reviews events and behavior to conclude that the class has had an excellent day, in spite of interruptions and visitors. Her energy and hopeful viewpoint certainly encourage a parent's sense that the classroom experience this teacher provides is a positive one for students.

I also note that this teacher carries responsibilities beyond her classroom. Planning a school dance and coaching basketball involve her in whole-school activities. In addition, she seems to be a staff representative on the Parent Advisory Council. Commitment to the life of the school seems to be part of the teacher's professional contribution. These extracurricular activities would assure parents that this professional is very supportive of school life and the wider community.

Beyond the classroom and school commitments, this teacher is making a professional contribution to future teachers. She has volunteered to have preinterns in her classroom. In this way, she is prepared to share her professional knowledge with two novices. The early arrival at school to ensure that all is ready for the preinterns, speaks to her careful consideration of how the day will evolve. At the same time, she is sensitive to other possibilities and tries to provide adequate background information for the preinterns. She is concerned that they and her students have a positive experience. Through her leadership, this teacher is exhibiting a commitment to her professional community.

Professional commitment at the classroom, school, and community levels assures a parent that the teacher is a person who is willing to give her time and experience to learners. She seems to be setting an example of what is possible, even in a high-risk context.

Anna's Story: What a Parent Might Respond? - Caroline Krentz

From a parent's perspective, this is a long, busy day! Three themes seem to focus the teacher's attention - concern for individual students, teaching subject content, and encouraging a positive social climate. Throughout the day, these themes intermingle to influence the teacher's actions and decisions. The day begins and ends with thoughts about students. In the intervening 10 hours, the teacher is occupied with teaching, mediating, and professional interactions.

Concern for individual students seems to surface as soon as the teacher begins her day at home. She wonders whether a new student, absent for half of 10 days, will return. At school she continues her search for information about the student with the community coordinator. During the morning she attends to other students' needs - a missing pencil, a lost book, and playground altercations. The lunch hour is filled with helping find a scarf and a lunch for a student. She spends time discussing the language and speech needs of three students with the speech therapist. After lunch, the teacher ensures that one student gets to the library without any incident. She recognizes the cooperation and positive behavior of all the students when they make valentine pop-up cards. Students help with the preparations for the book sale. She celebrates when she hears that a student is returning after an illness.

This teacher seems to see students as individuals who need support and positive attention. She seems aware of the diverse personalities and behaviors in the group. Her day is filled with many teaching and group activities. I'm reminded of the image of a juggler who keeps all the balls moving in a pattern.

The timetable plan for the day provides the framework for the teachers' juggling individual concerns with teaching and the social context. Subject areas - including spelling, social studies, mathematics, reading, and art - represent the school curriculum. The teacher has planned lessons to provide particular experiences and activities for her students. Teaching, for her, seems to involve subject content as well as social context.

The third theme, the positive social climate, pervades the story of the teacher's day. She consciously acknowledges the challenges of living with demanding individuals but plans the day, and her responses, in a way that acknowledges the needs of all group members. Points for being on time, bonus points for helping each other, and a class project to raise money for Project Love reflect a plan that supports each student while encouraging positive relationships and mutual respect.

This teacher exudes an optimistic outlook. She deftly juggles individual concerns, subject content, and group encouragement. Her realistic, practical approach is revealed in her decision to limit her teaching plans for the next day because it will include both a book sale and dance. When she realizes she has forgotten to write a note to a student's mother, the teacher considers the possibility that his mother might come to the school to discuss her son's progress. From a parent's perspective, I believe that a teacher who can see the bright side at the end of a demanding, but probably typical, day is a person who is committed to students and works diligently to meet the academic, personal, and social needs of students.

Chapter 5

Responses to the Stories and their Interpretations by Teacher Members of the Network

By Teacher Members of the Network

Responding to Mary's Story - Terri Mayne

I found each of the responses to Mary's story to be quite affirming - affirming the teacher's approach, her involvement, and her attitude. Teachers, despite best intentions and efforts, end up working in isolation. For five hours each day, we are alone with out students. We attempt to assist these students to grow and to develop as individuals. Through it all, however, we seldom receive feedback as to our success or lack thereof. We must operate on what we feel is the "right" thing to do. In reading and reflecting on each of the three interpretations of this teacher's day, I was struck by a sense of affirmation, by a sense of "Yes! Maybe what I am doing is having an impact as well."

Through experience, I have developed a sense of what works and what does not work; however, what I am missing is how it touches students. I have always believed that the most fundamental role I have is to help build or, at the very least, maintain each child's self-concept. By doing this, I can create a closer working relationship and an atmosphere of trust. Partly, I can accomplish this by developing a personal relationship with my students and by understanding and respecting their feelings, what motivates them, and what they like and dislike. As well, by consistently maintaining high expectations and assisting students to attain them, I help to build confidence in their own abilities.

What has been noted several instances is this teacher's positive approach. I believe this to be a key to successful teaching. Students do not make us angry. Students simply provide the impetus for our anger. It is we alone who determine our response. We choose to have a good day or a bad day. I believe that I choose to have a good day.

Caroline notes that "students appreciate routines that set clear expectations." It is through the predictable expectations that students feel a sense of security. I also believe that the expectations provide "teachable moments." Students must see life as a series of choices and consequences. They are responsible for what they do. They are a product of their choices. They must be taught how to evaluate the consequences of the choices they make. In doing so, they begin to see how they do have control over their lives. I believe that this is particularly important for at risk students who often feel so helpless because of economic, social, or learning problems. If they can see that there are areas in their lives over which they can choose a course of action, this understanding may begin to permeate other areas as well.

I love my job and therefore spend a lot of time planning and preparing for it. My daybook is always written in because thorough planning is a key to successful instruction. As well, use of the curriculum guides, which are quite excellent, is an integral part of the planning process. However, I am not a slave to the curriculum. I believe that I must assess the skills that students possess and plan what they need, whether or not it fits in with the curriculum.

In David's reflection on this teacher's story, he addressed the way in which programming is accomplished for specific students. Morphographic Spelling, Skills for School Success, and Decode Reading C are all examples of programs that are in place to address students' learning needs. I also attempt to program for students' needs. At risk students often come to school with learning gaps. It is my job to assess students and determine the level at which they are functioning. Then, I put into place appropriate programming. This may be grade and curriculum appropriate, or it may not be. These things are determined solely by the student's level.

Overall, I think that the three interpretations of this teacher's day agree with my own sense of her practice. However, I believe that every teaching situation has its own set of challenges. I believe the true measure of success is the ability to identify these challenges as they arise and to know how to address them.

"A Day in the Life" of an Elementary School Teacher: Anna's Story - Terri Mayne

Teaching is becoming a complex endeavor. Teachers are asked to assume an ever-increasing number of roles. They must deal with many nonacademic issues. These two things are particularly evident in this teacher's classroom. Her interactions with students are calm and brimming with acceptance and understanding. She accepts students for who they are.

I think the first thing that strikes me in this account is the sheer number of roles this teacher must play. She begins her day as a normal person, showering. However, she quickly slips into the role of a social worker who is concerned about a child's lack of attendance. Next, she assumes the role of communication coordinator in planning her discussions with the community coordinator. After that, she is a caregiver by being concerned with staff members and making coffee for them. As her day continues, she moves form a counselor, to a merchant, to a police officer, to a mediator, to a caretaker, to a cheerleader and, in between everything, she still manages to teach.

I am struck by the multiplicity of roles this teacher plays and the ease with which she moves between them. Society is demanding more and more from teachers. We are asked to "pick up the slack" where there are no others. This teacher accepts these roles willingly and moves easily and naturally between them.

The next thing that strikes me is the sheer quantity of nonacademic issues which face this teacher. Attendance, making coffee, missing pencils and books, missing boots, behavior problems, broken ski pants, and the Project Love book sale. Somehow this teacher manages to teach around it all. While her primary task is to teach, she remains concerned by the other small (and maybe not so small) things that affect the lives of her students.

I am also struck by the teacher's calmness throughout her busy day. I think it would truly be a comfort to be in this person's classroom. Students who lead incredibly tumultuous lives outside school receive comfort and a sense of security in this teacher's room. Shawn, the little boy who can't find his boots, is simply redirected back to the boot rack where they are found. When Charlie has been in a fight on the playground, she discusses the situation and handles it with calmness and caring.

Relationships also dominate. This teacher understands, knows, and accepts her students where they are. She hopes that her missing child will be back in school. James, who makes strange noises is accepted and gently guided toward more appropriate behavior. Charlie, who has thrown handcuffs at another student, is dealt with in a kind and gentle way.

I believe her students are fortunate to have a teacher such as she. She assumes whatever role is necessary for the situation. She deals with whatever issues arise in a calm and caring manner. She accepts students for who they are. She is obviously a committed professional who, in spite of all the day's happenings, manages to "sneak" teaching into the lives of many troubled children.

A Teacher's Response to Interpretations - Sandra Garratt

After reading the two stories and the three interpretations, I realized why I often am very tired by Friday. Reading the stories also reminded me that, as teachers, we must not forget the needs of those children who sit quietly and do not demand our attention. They are easily overlooked in the hustle and bustle of our busy days.

All the interpretations speak of putting the child ahead of the curriculum. Very little progress will be made in the classroom where the needs of the students are not attended to. Children who are afraid, are hungry, or who do not feel valued and respected, have more difficulty with learning than children whose needs are being met. We must try to provide a calm and caring classroom when we are dealing with children in crisis but, at the same time, we must not forget that our primary purpose is to help children attain skills in language arts, math, and so on. Usually, learning is not effective until the students see the classroom as a safe place. It is our job to create an atmosphere where the children feel safe, where each student feels valued and where the expectations for each student are appropriate for that student. Only then can learning take place. A positive social climate is crucial to creating a safe environment in the classroom. I have to keep reminding myself that I cannot control what happens to my kids outside the school, but I can have an impact on what happens inside the school.

Making use of services provided by the community, such as grandmas, community workers, social workers, and other teachers enhances one's own activities. Collaboration with others gives you the opportunity to see the other side of the issues and, as well, provides a sounding board for different ideas and approaches to issues. Getting involved with other agencies can make positive things happen for your students.

Keeping a positive but realistic outlook is necessary if we are to survive in the classroom. Maintaining high expectations for our students is important but so, too, is accepting that not all our expectations will be met. Seeking support from our peers, as well as providing support, is important in dealing with the stress that is an everyday part of our lives. Being flexible is vital. Some days just don't go as planned. That fabulous lesson you planned just didn't work. Being flexible means learning from mistakes and being willing to reroute your day to best meet the needs of your students. Being flexible means setting aside your plans for math that day, to capitalize on something unexpected, for example, a learning session on the frogs that had been caught by some boys on the way to school. It also means that we must remember to include that math skill during another lesson.

Retaining a positive outlook in the face of the many daily challenges when teaching children who are at risk is difficult but necessary. We must celebrate the small milestones with gusto, looking for the small steps forward, and recognize the efforts that went into making them. We must also be willing to accept that sometimes, no matter how hard we try, no matter the accommodations we make to the curriculum, no matter how much sweat and tears we put into our efforts, we will not succeed with all our students. This doesn't mean that we stop trying to help these individuals, it just means that we shouldn't whip ourselves because we are unable to change the world.

It is important to try to maintain the fundamental focus of the classroom which, in the primary classroom, is the attainment of skills. We must try to balance the teaching of social skills with the teaching of language and math skills. All are important. I would agree that teaching involves a juggling act. Sometimes we drop the ball but we have to pick it up and continue. We are involved in very important work - the development of children.

Hope this is helpful to our project. I didn't realize that I held such strong views until I started writing this. I think that having verbalized my thoughts will help me in my classroom .

A Teacher's Thoughts on the Stories and Interpretations - Dianne Stark

While reading this material over the summer, I came to realize why I am so tired by Friday and why I sleep through the first two weeks of July. The stories reminded me of a day in my classroom. The interpretations made me feel very good about what I do, how my actions affect the children I work with, and that my work is recognized by some. I feel the interpretations are very valid; I agree with them.

The university-based interpretations of the two stories made me reflect on my teaching practices and, although I didn't gain any new insights. I thought about teaching in a different light. In reading the stories and interpretations, I felt reassured because my school days don't differ much from those presented. It was also apparent how teachers take negative situations and/ or experiences and see them in a positive way. The recognition that little things have to be celebrated was acknowledged, even if it meant that things hadn't really gone the way you had wished initially. If teachers don't do this on a daily basis, we would become ineffective as classroom teachers.

I have always realized the number of hats I wear in the classroom. The stories really emphasized this and, like always, we hope we make the right decision in dealing with some of the sensitive issues that arise. We know that children can't concentrate on learning if something is bothering them. Teachers have to handle so many situations - most of them almost immediately - and without the assistance of another professional. We encourage children to talk to us and ask for help, but are we qualified to deal with some of these disclosures? Once the paper work has gone through the proper channels, the parental permission is given, and so forth, many of these children have relocated and their problems are no closer to being dealt with. As I reflect on my day at school, these situations present themselves over and over, and I wonder if my heart has told me the right thing to do.

Communication was evident in both stories and it is vital to make things happen and not just at school. It was clear that teachers are divided so many ways during the day and can only plan one day at a time. We need to talk to each other, to support staff, and to parents to stay on top of things. Just as we need to be sensitive to the needs of the children in our school, we need to be sensitive to the needs of our colleagues and ourselves. Sometimes we get so wrapped up in our classroom that we tend to forget to make time for this.

Curriculum instruction is what we are trained to do and we feel safe with it. It is very important but not at the expense of losing students along the way, for whatever reason. I remember my first teaching job, trying to teach everything for the grade level and using all the approved materials. When I talked to my principal after he observed in my classroom, I felt I had to say something about the materials not relating at all the lifestyle or experiences of the children I was teaching. What a relief!!!…he told me to forget the materials and teach the children!! It is wonderful to see that teachers are doing this and feel safe enough to share it.

I haven't been successful in using whole-group rewards on a regular basis. I have to come to terms with what it is I hope to accomplish with the rewards. Will such rewards effect long-term change? For example, would the children strive for self-improvement or work together to accomplish something? These would result in carryover and a sense of pride. Or, would the children work for the rewards just to receive them? To me, this is bribery. What should the rewards be? In my room the rewards are given more on an individual basis, with the children receiving a lot of praise, stickers, bookmarks, and son on. Once in a while we have game days where everyone gets to participate. I know teachers do whatever they think is best for their students and many teachers do run excellent reward programs. I guess I'm not sold on it yet; I have to do what I feel comfortable with.

The one really important thing I saw in the stories was how much our days are dictated by the few demanding students in our classes. Yes, they require our care and attention but not at the expense of the rest of the class. It requires a special effort, everyday, to ensure that you recognize even the quietest of the students and let them know they are just as important as the others. This is an area that all teachers have to address and one that I will continue to work on.

A Day in the Life of a Teacher of at Risk Students: Another Teacher's Response - Brenda Martin

As a teacher of at risk and special-needs students, I found myself nodding affirmatively while reading through the stories written by these teachers, recognizing many of my own teaching days mirrored in their practice. I particularly related to the constant streams of thought that ran through each teacher's mind - about the individual children in the classroom and their unique personal stories; about the need to meet with various members of the school-based support staff; about the impact of the family dynamics created by specific members of student's families; about the adaptations made to lessons to ensure student success; about the changes taking place in the original plan to better meet the needs of the students that day; about the absolute necessity of living with some things that aren't that important in the big picture and letting go of other things one is powerless to change; about both student and teacher successes that must be noted and celebrated at the moment of achievement - the never-ending process of mental problem solving that often takes place while we are physically engaged in our daily routines.

As I read both the stories and their interpretations, a very specific and distinct portrait of an effective teacher of at risk students emerged. This teacher interacts naturally with others in a caring and positive manner, always seeking to find what motivates others' behavior to better understand them and, where possible and appropriate, meet their needs. This teacher is one who can see and celebrate success in progress, shrug off disappointments and setbacks, and remain eternally optimistic about what tomorrow may bring. As teamwork is an essential part of the effective instruction of at risk students, this teacher is one who can communicate clearly on behalf of students and can accept advice, suggestions, and support from the school-based staff of specialists, thus becoming empowered with both professional and personal strength (given that the specialists on staff are proficient and supportive in their role). The skilled teacher of at risk students is also one who is a creative problem solver, ever seeking alternate ways of doing things, whether it is in teaching a lesson, managing student behavior, arranging communicatin with families, or maintaining a positive classroom atmosphere. Adaptability is the key. Unpredictability prevails in these classrooms and the teacher is always prepared to relinquish the original plan and create a new one within moments. Within that readiness to change, however, is an inherent sense of structure; many of the children in these classrooms come from somewhat chaotic homes and they seem to thrive on and derive a sense of comfort and trust from being in an environment that is predictable with a sense of routine.

When I read the university-based interpretations of the stories, I was struck by the contrast in my own response to the written material. Mostly, I heard and felt the overwhelming intensity of the teachers' days as perceived by others and recognized more clearly how influential a good teacher of at risk students can be. The analogy which depicted the teacher at the centre of a web of influence is one that stayed with me, as it is a powerful image of the role that the teacher of at risk students plays. In addition, it served as a visual reminder that, by its very nature, a web is indeed a fragile thing, requiring ongoing support if it is to maintain its effectiveness. No teacher, no matter how effective, has a limitless reserve of time, energy, and emotional strength. Indeed, I affirm the notion that "when we support teachers with our consideration and kindness, we are helping them build the reserves they need to continue their support of others within their web of care." I would add that "charity starts at home" and that we, as teachers, could begin by recognizing and supporting the work of our own colleagues who toil in classrooms like these, everyday. When we can communicate the reality of our experiences in working with the at risk children in our classrooms and can demonstrate that we are valued by the members of our profession for the work we do, then we invite others outside our immediate circle - our administrators, our board members, our government departments, our extended social and business communities - to join with us in creating support and building reserves for teachers who wake up on the "web" every day.

Chapter 6

Closing Thoughts

S. Finney, D. Friesen, C. Krentz

Reading over the transcripts from a half-day meeting of the network, we were struck by the following statement of one of the teachers:

What is it about teaching, especially g at risk students that makes the load hard to carry? Why do teachers, and others, believe that they alone have to carry the load?

The teachers' voices heard through the transcripts speak again and again about the lack of time to tend to the needs of the children. They talk about the apparent lack of communication among agencies that should be cooperatively involved in supporting these at risk children. These teachers remind us about the lack of support for their work in the front lines of the battle to provide at risk children with equal educational opportunities. They often feel that they alone must bear the responsibility not only for the safety and well being of their students, but also for the involvement of the students' families in the education of their children. These teachers know that the connection of the school to the community is vital to their work. The work of teachers of at risk students extends beyond the classroom into the community. In short, they exude a teacher identity that has at its core advocacy for children.

If there is one benefit from the time spent together in the network sharing stories of practice, it is the realization by these teachers that the load they bear is being shared by other teachers who understand and care. During the meetings over the year, the teachers did not produce checklist of "best practices" - although these did surface - but rather they developed a community of mutual support for their work.

If there is one belief we have developed, it is that teachers involved with at risk students need to have a sense of hope. The gains and rewards of this kind of teaching come slowly. There are few miracles. Teachers need to take heart from one another to carry on. While a sense of hope is implicit in the stories of these teachers' daily lives, it gains greater strength as the stories are shared. We believe that the bleak social odds of many children are overcome in the community.

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