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#35 By: Bruce Baldwin, Sandra Garratt, Brenda Martin, Terri Mayne, Colleen Meyer, Ronna Schweitzer and Marg Smith-Windsor FOREWORD FROM THE AUTHORS We started as a focus group, eventually put our thoughts on paper, and ended by providing each other with a handbook entitled Reaching and Teaching Students At risk full of practical ideas for ourselves. We learned about being positive, adaptable, supportive, accepting, and consultative. We will continue to grow! KEY TO READING THIS DOCUMENT This document uses a number of fonts and visual signals to indicate something about the text and how it should be read. Italicized text, of the kind you see here, indicates teachers talking. If we have directly quoted something that a teacher has said, we have used quotation marks. Often if we have edited something that they said, we have dropped the quotation marks. Bolded text, of the kind used in this sentence, is a title, a point of discussion or a tip. Text enclosed in a box, like this, is a question or something that the authors thought deserved to be highlighted. CHAPTER 1 A DEFINITION AND SOME BACKGROUND Who are children that are at risk? "Children are at risk if they are likely to fail - either in school or in life." "A student defined as 'at risk' is one who because of social, economic, physical, or academic problems may not graduate from high school in the traditional manner." Moskowitz's definition of children at risk forms the basis for our paper. Our research team found it easier to describe the student at risk than to define them. Our group characterized these children as students who exhibit one or more of the following traits and behaviours. They:
Are students at risk only in inner city schools? Students at risk exist in all schools, but students at risk are in abundance in inner city schools. Many of our discussions of students at risk centred on the inner city school environment because it helped to clarify our attempts to define issues and identify strategies for students at risk. How did we get involved? Our involvement began through another McDowell Foundation project, in which Dave Friesen, Caroline Krentz, and Sandra Finney conducted research into teaching students at risk. From their findings, we became convinced that teachers need to voice teaching experiences with students at risk, in a non-judgemental setting. This conviction led to many gatherings where we just talked about teaching and students. Group members felt relief in being able to openly discuss issues around teaching students at risk. We felt validated. We all were facing similar issues. Non-judgemental, informal conversations reduced our feelings of isolation. An informal network evolved. In September of 1996 we had our initial meeting independent from the earlier McDowell project. As part of a new project funded by the McDowell Foundation, our group continued to talk. Some of our conversations were recorded and transcribed. We recognized experiences, strategies and attitudes that might be useful to other teachers. In January of 1997 we decided to produce a written document. 1997 was spent selecting chapter headings and then writing the chapters. We learned that we were much more comfortable as teachers than writers. The year 1998 was a year of revisions and 1999 involved editing. Fin Wahl, a retired educator, edited the document, which was then submitted to the Foundation.
All children and teachers are unique. Student behaviours and teaching strategies vary widely. This paper addresses a crucial teacher issue. We recognize that "right" answers are illusive. We know that continuous group research and dialectical dialoguing is our preferred direction.
CHAPTER 2 UNDERSTANDING THE CONSTRAINTS AND THE REALITIES There are many financial, curricular, structural, time and focus, and personal constraints on teacher effectiveness while working with students at risk. Personal attitudes and approaches not consistent with teaching students at risk appear to be our greatest constraint. Financial Constraints Financial constraints in an inner city school environment illustrate the extent of the problem. Background Teacher Talk: We attempted a spelling dictation today and at least ten students greeted me by stating "I don't got no pencil." I felt like screaming. We rounded up enough crayons and continued with the lesson. Later, in the staff room, other teachers were joking that we needed to make a trip to the local Par 3 golf course for buckets full of mini pencils. We were all laughing and joking. Still, we had no pencils in the school . . . again. It was not funny. Do financial constraints become an issue in seeking supports for students at risk? Financial Constraints
Standardized Expectations Teacher Talk: All but two of my Grade one and two students are considered "at risk" for academic failure. They tested two or more years below standard September grade level expectations. Twenty-three students in one classroom all meet the requirements for learning assistance. This classroom is typical in our school! We know from research and experience that traditional deficit models, remediation programs and retention have not worked for these students. By June, these students averaged one year's progress in reading ability and yet most are still a year behind grade level expectations. Should I be failing them? How do I evaluate them? Should they be assessed according to grade level expectations - or assessed according to their September starting points? Are teachers going to modify programs for them next year in order to build on demonstrated abilities, or are they going to flounder in grade level expectations? Expectation Constraints
Are students who fall behind grade level curricular expectations, year after year, ever going to leave an "at risk" designation? Structural Constraints Do existing grade structures and service delivery models meet the needs of all students at risk? Teacher Talk: Last year only seven students remained in the classroom for the entire year. I had over fifty different students in my class in one year. Teacher Talk: Friday at 4:30, I received a call from Diane's foster mother. I didn't even know Diane had been placed in protective custody. I didn't know she was being cabbed to school. I didn't know that she had been bringing a bagged lunch from the foster home for the last week and I know she didn't stay at school to eat. Where would a six-year-old eat her lunch for an entire week? To compound the problem, the foster mom called, wondering if I knew where Diane might be. Diane had jumped out of the cab that was taking she and her younger sister to the foster home. We discussed possibilities and I asked who was looking for her. I was told no one was looking for her, but Mobile Crisis had been informed (apparently the only "after hours" option). I found Diane at 7:00 that night and later that evening after dinner and a long discussion, Diane willingly returned to the foster home. What will the future hold for Diane? Are transient students more at risk than students who spend several years at one school? Points to Consider
Time and Focus Constraints "We had a teacher at our school, who came in one night, cleared out her belongings and left a note on the board which simply said, 'I quit.' Not a word to anyone, just quit." Personal Realities and Constraints: Most inner city school teachers have experienced physical/verbal abuse by students and/or adults in the community. Most teachers have had personal property damaged or stolen. Are police officers, school nurses, secretaries, caretakers and other staff deliverers of curriculum?
Personal Constraints In the final analysis it is you the teacher who has the responsibility and capabilities to make the difference. Be adaptable yet focused! Teacher Talk: I have a middle class life. My children put daily pressure on me but I have lived in the same house for ten years. I do not think that social services or the police will ever visit our house. I have never been on EI. Family violence is not part of our lives. Teacher Talk: It is good to take a yearlong time out into a more settled suburban school environment. It helped me to maintain and sharpen my focus as a teacher. We all are constrained by past experiences, expectations and personal values. To be successful with students at risk you must want to be with them, and believe that if you can focus yourself enough, you can make a difference. Reflections Addressing the issues of constraints - financial, curricular, structural, personal, and time and focus - will assist in addressing the needs of children at risk. A large percentage of inner city school students are at risk. The professional and non-professional staff, along with the entire school program in many respects, is also at risk. But maybe they are not at risk. Maybe they just have different needs. Working effectively in an inner city school is not possible for everyone. Some people internalize the many stresses in ways that result in anger, defeat, transfer requests, serious illness and sometimes, extended stress leave or the decision to leave teaching altogether. Many substitute teachers will not come to inner city schools or will ask to be replaced after spending a day in a classroom. Others find in these schools a deeply gratifying, challenging environment where innovation, empathy and high professional standards are nurtured and are rewarded. There are many realities in an inner city school that are outside the life experiences of most teachers, professors of education, student teachers, central office staff and elected Board members. These are the people with whom we share our common vision of high quality education for all our students. These people, with whom we interact, make decisions that impact on our entire program for students at risk. Their decisions must not run counter to the needs of students at risk and their curricular programs. Most teachers in inner city schools deeply empathize with the diverse and often critical needs of their students. Teachers wrestle with feelings of shock, defeat, loss, futility, anger and impatience over circumstances, systems, structures and cycles that will not change or will not change fast enough to help children at risk. I requested this placement for some very good reasons and I truly love it here! But, I feel like I'm constantly trying to defend my points of view and trying to explain my students' realities, needs and wonderful talents and abilities. I don't see my students as at risk, I see them with different needs. The source of my attitudes and behaviours must always be positive if I am going to maximize my effectiveness. CHAPTER 3 UNDERSTANDING THE SOCIAL BARRIERS AFFECTING CHILDREN AT RISK Home Concerns
Teacher Talk: I had often wondered why Jamie appeared so tired in the morning and was so off task after lunch. One day as I walked through the lunchroom I happened to see what Jamie was eating for lunch. She had a jam sandwich, two doughnuts and chocolate milk! Teacher Talk: Ann had a terrible cold that seemed to be lasting forever She could hardly stay awake, continually blew her nose and eventually lost her voice. One day while I was out on playground supervision, Ann said she was feeling awful. I suggested that mom or dad take her to the doctor. She told me her mom said she didn't want to take her because the prescription would cost too much. Teacher Talk: Troy was a bright, cheerful student who seemed to enjoy school. He missed a lot of school once the weather got cold and I began to wonder what the problem was. One very cold afternoon he came to class late. I noticed that he had all the appropriate winter clothing but had only a pair of running shoes and a thin pair of socks for his feet. When I asked him if he was cold he said no, but I knew that his feet had to be very cold. He plowed through the snowdrifts in minus thirty-degree temperature. He never complained. He took his seat and began doing the work that the class was doing. I never once heard him complain about being cold. School Concerns
Attitude: Some children have a poor attitude toward school because of their home life and/or previous school experience. Teacher Talk: Megan missed 85 days of school. I talked to her dad at conference time about the amount of time she was missing and how it was affecting her progress academically and socially. He assured me she would be there the next day and that he would help her with her schoolwork at home. The next day came and Megan did not appear. When she did come to school the note said that they had an appointment and had to take Megan with them. Another common excuse declared that Grandma was in town so they had to go shopping. One day Megan wrote in her journal that she was so sorry that she had missed so much school. She didn't want to miss but sometimes she was with her grandparents or uncle and aunt and was too far away to get to school. She really wanted to be at school but was unable to come. She hoped I wasn't mad at her and she would try her best to get all her work caught up. Teacher Talk: While studying the ocean, I asked my students to list things that lived in the ocean. Fish, whales and sharks were the first creatures listed. I said, "What about a lobster?" There wasn't a sound until someone asked, "What is a lobster?" Teacher Talk: Zack was in my grade four classroom and seemed to be very unhappy. His behaviour demanded so much attention that an assistant was hired to work with him. When his cumulative folder arrived, it became obvious where some of his unhappiness may have begun. He was 10 years old and had already been in 14 schools. He had younger siblings that he talked about a lot but didn't live with. When his aunt visited school, she told me that during the summer he lived with mom so he could look after his younger brothers and sisters for her. During school times he lived with a relative that was willing to look after him. We must remember that when a family's basic needs are not being met, school will not be a priority. Quick Tips
Friendship and understanding are the first steps in helping students at risk to grow. Only then can you deal with a student's second level of needs. WORKING WITH PARENTS Why bother? Having a good working relationship with parents is an important component of helping students achieve both academic and social success. Is there a payoff? When teachers have a good relationship with students' families, they often see improved academic achievement along with an improved attitude toward the school in both parents and students. A good working relationship with parents also increases community support given to education. As the community feels more comfortable with school personnel, the level of support grows. It is a cycle that will continue and pay ever-increasing dividends. Teacher Talk: At my present school, the physical state of the building was depressing. The interior was dull and dingy. The exterior looked as though the building had been abandoned. Things are looking up. Several teachers took the initiative, along with support from our principal, to do something with the area immediately in front of the school. We dug up the dirt, brought rocks to aid in landscaping, and planted some bushes. Now we have parents involved, as well as local businesses. By the time everything is completed, the outside of our school will no longer look abandoned but will present a welcoming appearance. The interior is also undergoing a facelift. The children appear to be taking more pride in their school and I am seeing a greater number of parents becoming involved in school activities. By demonstrating to our community that we care about the environment that their children are in every day, we have encouraged more of our community to feel that their efforts can also make a difference. "By virtue of our position as authority figures, many families have the perception that we are the enemy." Discussion Many of our families are involved with bureaucracy in its different forms and see the teacher as just one more person who wants to run their lives. Some families seem hostile and confrontational. Some families seem to want us to provide direction in their lives by giving them all the answers. Try to avoid being drawn into adversarial confrontations on the one hand and acting omnipotent on the other. Teacher Talk: Ginger's family had a multitude of people providing support to her family. A caseworker was involved. Ginger had been removed from the home several times. The police were involved. The principal was a regular caller - and now I was pushing my nose into their business, suggesting that Ginger needed some help. Mom said "I guess I have to do what I am told to do." Nothing much happened here for Ginger because she was sent to live with relatives in another province. I think mom has found a way to deal with all of us meddlers. Some impediments to effective communication with the home are:
Teacher Talk: Every year in September we go through the ritual of Open House where we outline our goals for the year. Attendance at these events is dismal. Last year a math night was hosted by a grade one classroom. The students demonstrated math activities. Parents asked questions. The teacher explained the rationale behind the activities and everyone had fun. Attendance this year at the math night was even better than the previous year. Quick Tips to Improve Communication with Parents
"Sometimes you don't succeed." Teacher Talk: After the fourth meeting with a parent where promises of support are made once again, only to have these promises broken again, it becomes difficult to keep trying. Jim and his mom arrived for their fifth conference. We reviewed the previous meeting and discussed the actions that Jim's mom and the school were going to take. The school had set in place the intervention strategies that were going to be tried. However, Jim's mom had not yet begun the process of getting professional counselling for her son. She did not ensure that he got to the program for kids who had witnessed violence, even though the caseworker had gone to great lengths to get this child enrolled in the program. She told obvious lies when asked if she had contacted Child and Youth Services. When pressure was put on her to do something for her child, she sent him to live with his dad in another province. He is now back at our school - still needing help - and the process must start all over again. Do believe that parents want the best for their children. "Don't take it personally." I attempted to change a child's pattern of coming very late to school. Mom and grandma aggressively confronted me, letting me know that I was mean, nasty, and very stupid, as well as being totally insensitive to their difficulties. A month later, as I was selling Bingo cards for a school Bingo, grandma approached my table and was waiting in line. My heart sank to my knees as I relived my previous meeting thinking about how I was going to deal with grandma if she started yelling at me again. To my amazement she didn't even recognize me. Obviously the ugly incident affected me more than her. "Whose job is it anyway?" Some parents feel that the education of their children is our job, not theirs. There is a feeling that we are paid good money to teach these kids so why are we asking them to read to these kids, or help them practice math facts or make sure they do their homework. With these families we need to work at making them feel like equal partners. We need to ask for their input. We need to let them know we need their help to make school a positive experience for their child. We need to enable their child to develop their potential. "The bottom line." A strong relationship with parents can be valuable. Developing it will require determination, a thick skin, as well as the utmost of diplomacy. Sometimes you will question whether the results are worth the trouble. But remember, a cohesive team can achieve results that one person alone can never hope to achieve. There will be times when you will not succeed in developing a good relationship with a family. There are situations when we must alienate the family for the well being of the child. When a child is not safe, we must do battle. Such actions may damage relationships. Working with parents is usually a lot harder than working with the kids but the efforts will pay off. We will see improved academic achievement along with better attitudes from everyone involved. Quick Tips
CHAPTER 5 EXPECTATIONS AND PRIORITIES FOR A LIFE IN JEOPARDY The Story: Shenoah is a 12-year-old, grade seven student. Born in Eastern Europe, she moved to Canada at age four. Shenoah has been out of her home, in foster care, for the last six months. Her home was violent. Her disclosures include being caned. One result is that Shenoah's self esteem is quite low. She constantly seeks affirmation from her peers. She dresses quite provocatively, wears heavy makeup and prefers to be with boys rather than cultivating female friends. This is a constant worry for her foster mother. Her foster mother and I speak on the telephone between one and three times each day. Why is this necessary? Shenoah is a masterful storyteller. Last week, she went home and told her foster mom that I told her 'not to hang around with Rosa and Catalina and to find some decent friends.' Of course, Margaret knows that I would not say something like that. However, Margaret did want to know what happened. By talking to each other this often, we try to stay ahead of Shenoah - or at least keep in step with her. Shenoah's lying is her most frustrating trait. She uses lies in an attempt to get herself out of trouble. I must check and recheck every story she tells me. When she says she forgets homework at home, I have to phone Margaret to see if this is the case or if she didn't complete it. I have to verify Margaret's signature in Shenoah's agenda because given the opportunity, Shenoah will forge it. A couple of weeks ago, Shenoah had been fooling around in class and I removed her. It was not a huge incident. However, keeping my word to maintain open communication with homes, I jotted a note in Shenoah's agenda to inform her foster mom. The next day, Shenoah 'forgot' her agenda at home. I called to see if this was, in fact, the case. I discovered that Shenoah had not even shown the note to Margaret. Live and learn! I no longer send notes home with Shenoah in the agenda. If I need to tell her foster mom something, I call her. Shenoah's low self esteem has also impacted on the way she interacts with others. She is loud and physical and constantly trying to draw attention to herself. She often blurts out rude and inappropriate comments that draw everyone's attention. As well, I am continually reminding her to keep her hands off of other students and to use an appropriate volume when speaking. A couple of mornings ago, she walked into class at 9:00, walked up to another student, shoved her into the locker and shouted 'good morning!' Shenoah was not trying to be mean or nasty, nor did she have a grudge against this girl. She simply was greeting her. Calmly, I asked Shenoah to leave the class, consider her actions and re-enter and do it again. This time, she walked in, said good morning to me in a reasonable voice and, in a polite way, greeted her fellow student, good morning. Background The comments below represent Shenoah's perspective on life and can give insights into how she approaches school and why she does it that way. Shenoah on School:
Shenoah on Home:
Shenoah on Self:
Understanding stakeholder perspectives is a key to developing an understanding of the situation and then formulating an appropriate action plan. In this case there are at least three stakeholder perspectives to consider: 1 - Shenoah's I have known nothing but failure at home, at school, in society. I think only about the present. My expectations and priorities make sense to me. 2 - The Parents' She's old enough to look after herself. I've got too much else to worry about. I can't control her anyway. 3 - The School's Nice girl. Lots of problems. Student at risk. "Where do I go from here?" Discussion Teacher leadership, classroom instruction and attention to climate are areas that we can address in an attempt to structure learning in a successful manner for youth at risk. Teacher Leadership Youth at risk are often characterized by a lack of engagement in learning. Schools need to emphasize the expectation that all students are involved in their own learning and that all students understand and respect the fact that school is a place dedicated to learning. Thus, classroom teachers need to promote optimism and confidence within their students. Classroom Instruction Youth at risk exhibit a lack of success, yet possess a strong desire for it. Classroom teachers need to use a variety of instructional methods and techniques, specially tailored for each student. There needs to be clear objectives and frequent monitoring and evaluation of student progress toward those objectives. Climate Lack of consistency in discipline often contributes to the problems of students at risk. All staff and all students need to share the expectation that all students can learn. Learning must take place in a safe, orderly environment. Students are expected to behave according to established, fair rules of conduct. Do...
For Reflection: How do we feel about the expectations and priorities that others express? How do we earn students' respect? Shenoah has transferred to your classroom. What steps do you take to accommodate her needs? How do you balance the need of the student, the rest of the class, the teacher, the school and the administration? The Questions for Jeopardy? These are the question categories and questions that at risk youth face each day. Their individual answers influence their life paths. What is your response? Category: School Question: Why would I want to attend school? Category: Home Question: Why do I continue to live? Category: Self Question: Why should I try? Category: Peers Question: My friends are all doing it. Why wouldn't I? Category: Sexual Question: What is the cost of love? CHAPTER 6 MAKING ACADEMIC ADJUSTMENTS FOR STUDENTS AT RISK GETTING STARTED "Curriculum instruction is what universities teach us to do and we feel safe with it. It is very important but not at the expense of losing students. I remember my first teaching job, trying to teach everything for the grade level and using all the approved materials. 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 to the lifestyle or experiences of the children I was teaching. He told me to forget the materials and teach the children! What a relief! Many teachers are doing this and feel safe enough to share. It is wonderful." "FORGET THE MATERIALS . . .TEACH THE CHILDREN . . . " BACKGROUND When teachers of students at risk meet, they readily share stories of "the complexities of developing effective teaching practices in this context". Through the sharing of and reflection on both their struggles and their successes, the teachers concur that more successful teaching takes place when they make academic adjustments to the prescribed curriculum in ways that better meet the diverse needs of their particular students. This chapter then, will focus on those "teaching practices that make curriculum, instruction and the learning environment meaningful and appropriate for students at risk". Teacher Talk: "I guess the key is to meet them where they are and do what you can to take them beyond."
Making Academic Adjustments for Students At Risk What Works...What Doesn't...Teachers Talk... Academic adjustments can be made in three main areas - curriculum content, instructional strategies and the learning environment. Here's what teachers say about each area: Curriculum Content Teachers of students at risk indicate a stronger need to find ways to make curriculum content more meaningful to their students. This does not mean limiting their students' learning only to that which is within the students' realm of experience; however, it does point to the importance of linking where the students are to what they're learning, and enhancing meaning through shared and active involvement in learning experiences. In addition, many of these teachers face the frustration of having inadequate or inappropriate resources to support the teaching of students at risk . Teacher Talk: "Don't equate a low level of language skills with a low level of intelligence! Too often we make the assumption that language skills and levels of intelligence go hand in hand. There can be a relationship, but, with children who are at risk, this may not be true. Don't assume!" Teacher Talk: "...we are creating curriculum as we go..." Do...
Instructional Strategies It is imperative that teachers of students at risk develop strategies for working with students with many potential learning barriers. Students in these classrooms may be affected by lack of background experience, histories of repeated student failure, frequent absenteeism, lack of motivation, high rates of transiency, history of abuse, low self-esteem and/or lack of family support. Quote: "Caring about students is not enough. Although not caring is clearly destructive, the combination of understanding, caring, and adapting curriculum and instruction to diverse needs is necessary to create sound environments for learning."
Teacher Talk: "I have put the kids in charge of what our goals are going to be and they have acted really responsible." Teacher Talk: "I checked my mailbox this morning. Another two students have left since last week and I need to complete cum folders, etc...That's twelve children who have left since Christmas and eight that have come in..." Do...
Teacher Talk: "I just close the door and teach whoever shows up. I learned long ago not to try to catch up kids who have been away. You'd make yourself crazy..." Learning Environment Teachers concur that to be effective, the learning environment must be respectful of student diversity, in both ability and background. In addition, teachers of high numbers of students at risk tell stories that demonstrate their need to create learning environments that are warm, supportive, encouraging, positive, fun and safe, and have some sense of predictability and routine. Teacher Talk: "What these children need in our classrooms are safety, respect, positive experiences, caring relationships and successive achievement. The last thing these young children need is to be entered into the "deficit" model of classification, retention and remediation and the lockstep traditional grade level standards. The last thing they need is to be considered "lacking", "deficit", "delayed", "borderline", "disordered", "disabled", or "dysfunctional." Furthermore, they don't need a report card that ignores all the wonderful and exciting growth and development they have been experiencing. Some report cards translate achievement into failure, achievement that is wanting in some way that is below expectations or is considered achievement only in terms of "modified" expectations. We, as educators, cannot fix the societal problems of these children. But we also should not exacerbate their problems with the traditional structures and strategies of failure." Do...
Questions... Should I provide external rewards for my students at risk who achieve some measure of academic success, or is that a form of bribery? If I give rewards, what should they be? Can I take the "common" out of "Common Essential Learning" and determine what's essential for my students to learn right now? Am I comfortable with modifying the curriculum for my grade level to better meet where my students are? Can I find a way to evaluate and report the progress my students really are making? Have I found materials or resources that are a good fit for my students at risk? Have I utilized the skills of the support personnel in my school? Teacher Talk: "This year, I came into a particularly challenging class knowing that there were several students with potentially serious behaviour problems, who were quite low functioning academically and who had difficult home lives. In a nutshell, it was an at risk classroom. I spent a difficult summer trying to come up with some way of addressing these needs. On average, I would say, the kids would be about grade four or five academically - but in a seven/eight classroom. To try and put them into a regular program would just not be appropriate. And to try and modify, that's not going to do it either. So the teacher in the six/seven room (who had just come out of Special Education) and I identified eleven kids between our two classrooms that were suited to go into Decode C, which is an alternate reading program. The bottom line intention of this program is to develop the kids' comprehension and to develop some speed and fluency, which you do in any kind of reading program, but it's absolutely structured. It's just what they needed. There is one guy in the grade seven room who reads at a grade two level, now. At the start of the year he was at "preprimer". Then we also did Morphographic Spelling, which is an alternate spelling program. It's based on the idea that all words are based on morphographs, which are units of meaning, and so kids learn to spell by identifying what the root is...again, it's like the last shot spelling program. Skills for School Success is not an alternate program but it's a program that starts out by teaching kids what is appropriate classroom behaviour...what you have to do to be a prepared student, how to use an agenda, study skills... The kids need the structure. They need direct instruction. And so that's what all of these programs do." CHAPTER 7 SUPPORT FOR TEACHERS OF STUDENTS AT RISK SURVIVAL CHECK DO's
Teacher Talk: "Nina didn't come to school this morning because her mom thought it was Sunday." "Parents are often hostile and unforgiving of the education system in general and the teacher in particular." "I'm so decisioned-out that I can't decide if I want chocolate or vanilla ice cream!" Another typical day. The playground supervisor comes to the door with two children in tow who have been involved in an incident. Both boys come from backgrounds that put them at risk. The tension in the room is already so thick you can cut it with a knife. Another student comes in forty minutes later, having slept in. She has missed the lesson but this is a regular occurrence. After moving ahead to the next activity she will need individual instruction. Another student has also slept in but is staying home. The intercom has interrupted us twice. The first announcement is asking about missing runners. The second is a message telling a student where she is to go for lunch today. At recess our secretary tells me one of the volunteers for this afternoon's field trip has been called in to work. Where will I find someone else? Teachers of high risk kids need to know so much - dates of Child Tax Credit cheques and pay cheques, the available family support services, who does/doesn't have a phone, mom's/dad's last name. Along with this knowledge goes the daily decision making that often needs to be made within ten minutes. "Joe's parents came in threatening and verbally abusive. I knew that if I let them go home unchallenged, Joe and I would accomplish very little this year." Definition - Job Byte "a job that has been restructured to achieve a goal with the least amount of expended energy: more learning, less hassle" Best Practices:
Teacher Talk: The class you are dealt is seldom an 'Idea'' class! A classroom of kids at risk will rarely run according to the day plan. Activities will occasionally match the long range plan, and most often you'll be in "alternate plan" mode. I'm amazed at how freely everyone shares their materials here! Realizing what you need, when you need it...and then getting it can be a challenge. Actually the "what" is the most difficult. In many in-service sessions it becomes obvious that the larger group is actually split into two groups that need different concerns addressed. Following the introduction of the K-5 Language Arts curriculum, some teachers were organized by the Division into a support group. The concern of one group was that the in school library did not have all of the materials listed in the bibliography. In the second group, the teachers realized not only did they not have most of the titles, but even if they did have them, they would be inappropriate because they would not meet the needs of their students. Definition - Living Lies Long range plans REFLECTIONS Questions... How can I restructure my day to match student needs and ensure my sanity? Am I documenting consistently and efficiently? How can I handle confrontational episodes more effectively? What advice should I seek from staff? What else do I need to know about the community? Do I feel comfortable with the control I have in the classroom? Are there key times that are most successful - daily, monthly, yearly? Teacher Talk: I always know when I'm overwhelmed. It's the "three o'clock in the morning wide awake thinking about school" phenomenon. The worst part is that I never really know if I'm making a difference. My wife works on lesson prep or correcting most nights. I'm getting tired of seeing just the top of her head. HAVE A LIFE!!
Personal Stuff Professional and personal support services for teachers seem to be plentiful until you begin to look for the special needs of teachers of high risk kids. Most often semi-formal and informal networks among teachers will be your best source of practical professional help and personal encouragement. Often community programs and seminars will give you the specific understandings you require along with invaluable professional contacts in child welfare, health departments and family services. Sometimes you may need to establish your own support contacts. Teachers seem to get all tied up in knots when it comes to seeking help, especially professional help, for themselves. After all, they are supposed to know it all! Yes, we can read. Yes, we can communicate, but most often we are more sensitive and action oriented to the needs of others than we are to our own. No one can survive in this job alone. Definition - Schoolmares A specialized form of nightmare experienced by teachers. Most common among teachers working in a high risk environment. Best Practices - Personal Stuff
Teacher Talk: "I started buying myself an end of the year present. This year I'm buying myself an 'end of the month' present." "Lots of failure, lots of loss...the tiniest of rewards is a gold mine." "When all else fails, I phone my 'vendor'." "Working with stained glass is my sanity keeper. I can plan, execute and produce a touchable product." "The retiring Learning Assistance Teacher gave me her cuisenaire rods. I didn't even know what they were then, but I treasure them to this day." Definition - Ventor
SUPPORTS AND HOW TO GET THEM Formal Supports Boards: Workshops - Be assertive if they don't meet your needs! Find/establish support groups. Local Associations and STF: Employee Assistance and Counselling Services Professional Organizations: Community Schools Association Council for Exceptional Children STF Subject Councils Conferences Informal Supports Colleagues Workshops Community Programs Family Quick Tips
REFLECTIONS Questions... Have I had any schoolmares lately? When was the last time I really laughed? Have I set my goals too high? Could I actually say no? Are there any unresolved concerns left over from this week? Do I feel pressured to do more for my family? The school? Myself?
CHAPTER 8 END NOTES Each time we have "presented" on children that are at risk, we get a large turnout. Children at risk are present in most classrooms. Whether because of social, economic, physical, or academic problems, students who are at risk exact a terrible cost on themselves, their classmates, their teachers, and society. Teachers can make a difference. We hope that our observations may be of use to some teachers. Teachers talking to teachers can be a powerful tool for solving problems. We need to thank many people for their assistance with this project: the McDowell Foundation for its support; Lois Westby for typing the first draft; Sandra Finney, Dave Friesen, and Caroline Krentz for their guidance along the way; Fin Wahl for his editing; and Verna GallJ n for understanding that teachers and deadlines sometimes do not go together. Every child is different. It is our hope that you found something useful in our thoughts. POSTSCRIPT: VOICES FROM THE CLASSROOM A school should not be a preparation for life. A school should be life. I met Adam within hours of his arrival at my school. His classroom teacher confronted me in the hall as I dug through my purse looking for my keys. "I have a new student," explained the grade three teacher. "He cannot read, spell, or write. I do not know what I am going to do with him. He cannot function in my Grade 3 class. How soon can you start working with him?" I was the Learning Assistance Teacher and I had heard this plea for a student at risk, often. Adam had been in and out of various school systems, attending eight schools in three years. In Grade 2 alone, he had attended three different schools in the city. Then in February of that year, his mother, the non-custodial parent, had taken him to Toronto where she spent four months hiding from her ex-husband and the authorities. It had been a difficult year for a seven-year-old boy. I made time that afternoon to assess him. His teacher was right. He was unable to read or spell the most basic words. He did not know the basic consonant or vowel sounds. He was unable to print his last name or compose a simple sentence. Now I, too, was concerned. I wondered if I was dealing with a seriously learning disabled child. As I gathered up my materials and prepared to take Adam back to his classroom, he caught my eye across the table and asked, "Will you teach me to read?" My mind raced. What could I honestly say and promise? What if I said "yes" and then failed? I finally replied, "Adam, I am going to try my hardest to teach you to read, and if you try your hardest, I think we can do it." We both did work hard and within a few months he was beginning to read simple books. By the end of the year he was starting to read at a Grade 3 level. Early in the next year, when I reassessed him, he was reading at grade level. He had done it. One evening, I was listening to CBC radio as I cleaned up after supper. Adam was still on my mind. A woman who worked in literacy was speaking. She said, AIf you have taught someone to read, you have saved a life." The floodgates broke and I began to weep. Adam moved away at the end of that year. It had been the first time he had spent a full year in one school. Some years later, I was walking from my car to the grocery store when I heard a voice shouting my name. It was Adam, running from between a row of parked cars. A harried woman was following him, obviously confused and embarrassed. He was about 30 metres away and was calling back to his grandmother. At first, I could not hear what he was saying. Then I heard and smiled through my tears. He was yelling, "This is the lady who taught me to read." A good education is important because it enables you to pick out the most important things to worry about. The first week of school was over and Stacey was like a flashing light in my grade two classroom. When she printed, the letters were inconsistent in size, they were reversed, and words did not have spaces between them. She would start to write on the page as it pleased her with no right to left progression. She was also having trouble reading. She knew the basic consonant and vowel sounds and relied on them to sound every word out. I worked hard to help her by drawing various coloured lines for her to know where to start the letters and where to end them. I made dots and placed fingers to indicate spaces. Stacey seemed to be trying but she would become easily frustrated. In October I met with the parents to discuss Stacey's problems. It was my intent to have her work with our Learning Assistance Teacher and encourage her parents to have her eyes checked. They were very defensive and clearly felt that Stacey's problems were because teachers did not teach phonics in school and that she had a terrible year with the grade one teacher. They refused to have her obtain additional assistance from the Learning Assistance Teacher. By the end of the interview, the mother had quit talking and sat with her arms folded and glared at me. I went home that evening feeling defeated. Stacey and I spent the next few months struggling along. She was making some progress in her written work. However, she still insisted on sounding out words letter by letter and still had trouble tracking the words on the page. In March I tried again to explain to the parents that I was concerned about Stacey's vision and that I suspected some problems with the functioning of her eye muscles. I also stressed the importance of her receiving additional academic help. They agreed but were clearly upset with the situation and me. A short note arrived within a few weeks stating that Stacey did not need glasses and the parents did not want her working with the Learning Assistant next year. Stacey, the Learning Assistant and I trudged on into June. On the last day of school, Stacey's grandmother came to the school to look for something in the lost and found. I tried to share my concerns. Grandma listened and said very little. She then wished me a good holiday and left. On the first day of school that fall, everyone was gathering in the gym to start the new year. I felt a tug on my sleeve as I moved with the crowd. I turned around. It was Stacey's mom smiling at me. She said, "I just want to thank you. We took Stacey and had her eyes checked. She has problems with her eye muscles. We are taking her once a week to the doctor for therapy and she has exercises to do at home. She is doing a lot better at her writing." I smiled back and said, "I am so glad." We then both went into the gymnasium to face the New Year. Kindness has influenced more children than education. Candy and Karen had moved from the United States because of their father's job. I was their French teacher and found them to be a very interesting family. The mother was white, the father was black, and the father was an instant sports celebrity in our town. The mother did some volunteer work at our school so I would have short conversations with her over coffee at recess time. At Christmas time I took a trip to Hawaii with my family. There I spied a tree decoration that was a black angel. I picked it up with the intent of giving it to Candy and Karen when I got back. When I gave it to the girls, they seemed pleased with it. A few days later they brought me a note from their mother. It read: In our lives we have the good fortune of meeting a few special people. I consider you one such person. Your gift was beautiful and I thank you so much, but even more beautiful than your gift was your thoughtfulness and your kindness. We will treasure the gift always and there will be a quiet smile of happiness as we place the angel on the tree and think of you. I stood stunned that this small gesture had meant so much to them. Then I smiled, for I too, had received a small gesture that was to become one of my treasures. The best teacher teaches from the heart, not just from the books. Who is at risk in my classroom? When you first enter, you may think that no one is. As you get to know them, you learn more about them and begin to love each and every one of them and appreciate what some have been through. Cliff, who has four siblings, two older and two younger, gets up at 5:00 a.m. to deliver papers to help make ends meet. His dad, who has had an unsuccessful back operation with complications, is off work and probably will never return. Mom puts in long hours at her job and tries to keep everyone together. Cliff thrives on positive comments, rewards and is a wonderful help in the classroom. His maturity, well beyond his thirteen years, shines through as he helps the others in the class, while he, himself, struggles trying to get through. One day I was reading a story to the class about a teacher who went the extra mile for her class and was rewarded by exceeding their highest hopes. When I finished, Cliff raised his hand and quickly stated, "Teacher, teacher, that story is about you!" It is not the hours that you put in as a teacher that count. It is the teaching you put into those hours. The class was exhausted from preparing for an All About Me Fair. The day before the fair, Sammy stayed after school to complete some unfinished work. I sat beside him and began to talk about preparing for the fair. He had no possessions to bring. We continued to chat when I felt him crawl into my lap. I looked down at the boy with scruffy hair, dirty clothes and rotting teeth. This was the same boy who only days ago had been making fists and throwing angry looks. I whispered to him, "You can draw a picture to bring. I have noticed how good you are at drawing." He smiled. The next day, Sammy brought back a wonderful drawing of a red limo. Sammy and I now had a relationship that worked. I have learned to celebrate successful moments rather than complete stories, for Sammy's story has not yet ended. I am grateful for the wonderful collegial support of caring staff members. Each day I hope I can make a small difference for just that day. Each time a student gives me a glimmer of hope, I must celebrate it in that moment. Treat the people you teach like you want to be treated. Amanda was a student in my classroom. When she arrived in October, it was her fourth school since March. Amanda was left to fend for herself a lot of the time as her mother struggled to establish a relationship. Her 15-year old sister was left in charge and their house had become the place to 'hang out'. Grandpa checked in periodically, and was the school's only contact. One day we had discussed heroes, what made a hero, characteristics, etc., and after a very lengthy discussion, Amanda, who was normally a very hands-off, don't- touch-me type of kid, gave me a big hug in front of the class and said very sincerely, "Teacher, you're my hero!" Who said teachers are not well paid? Anne comes from a home where mom and dad are not home much. Mom suffers from bouts of depression and Anne comes to school some days, I am sure, to get away from this. I received an early Teacher Appreciation Week Gift from Anne. The misspellings and smudgy coloured picture added to the sincerity of the message. "Teacher, I love you because I know that you love me! Wow! So why do I teach kids at risk? Easy - it is so rewarding! I find these kids to be the most grateful and appreciative students that I have ever known! I am the lucky one to have them Teaching should be heart to heart, not head to head. Sammy's family had moved to our school at the end of October. They had moved many times before. The children were living with their father who had difficulty with the responsibilities of parenthood. Their mother would occasionally pursue visits with the female children but would not see her boys. Sammy quickly established a reputation with the students and staff as an uncooperative, moody and physically aggressive child. He also struggled academically. Having empathy for the circumstances under which he functioned, I cut him a lot of slack. He was in constant motion. Occasionally he would become frustrated and sweep everything off his desk and refuse to talk or cooperate. I remained patient and continued encouraging him to be part of the class. Many times I needed to share a "Sammy" story with another colleague just to alleviate the stress. Often he threatened to go home and often became fitfully angry and made threatening fists at me. Each day I welcomed him back to class and we started anew. One morning he decided not to remove his outdoor shoes. The principal attempted to speak to Sammy and eventually was forced to bring him into the room. When Sammy would not join us for the morning lesson, the principal moved him to the carpeted area. That afternoon, Sammy was more compliant and cooperative than I had ever seen him. He selected a spot at the carpet for group lessons and contributed to the lesson and chatted readily with me. I took none of this for granted and carefully noted how he had responded to firm limits in a world with no special rules for an angry little boy. Trails Every person has the power to make others happy. Some do it by entering the room - some by leaving the room. Some individuals leave trails of gloom; others trails of hope. Some leave trails of hate and bitterness; others trails of love and harmony. Some leave trails of criticism and resignation; others trails of gratitude and hope. What kind of trails do you leave?
FOR THE ADMINISTRATOR
PROBLEMS Family/Community Problems Violence/Gangs Dropouts Chronic Truancy Slow Rate Learner Substance Abuse Suicide Peer Pressure Funding Racial Tension Classroom Discipline Teenage Pregnancy Economically Disadvantaged STRATEGIES Parent/Community Involvement Conflict Resolution Skills Alternative Schools Accelerated Learning Peer Tutoring/Mentoring Multi-cultural Awareness Role Modelling Self-Esteem/Motivation Cooperative Learning Early Childhood Education Classroom Management Skills Inclusionary Lesson Planning Guidance/Social Work ASSESS -> PLAN-> IMPLEMENT -> FEEDBACK -> ADJUST ->
Successful Students Need High Standards and High Expectations
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