Why are some of our most at-risk students acting up? How are some of their needs not being met and what can we do to address them? How are we building empathy with these students? Please share your insights and successful experiences with these students.
I have spoken to many of them, and for the majority, the answer is the same. They are tired of not having a teacher, tired of not learning and knowing that they wont have certain skills that they need when they reach high school. For others, they simply got stuck in this game they began playing in the 6th graded where they knew they would get promoted to the next grade level regardless of the fact that they could fail every single class, now they can't seem to find a way out, everything is to complicated because they don't have the skills needed from the previous year, and so they do what they do best, which is act up. Some say that they simply don't get along with other teachers and they show it by acting up. Some say that they were judge before they were judge before the first day school even started, and if that's the case why even try if they know the teacher is out to get them.
ReplyDeleteAt time it sounds like a bunch of excuses, but after hearing many say the same thing, you start to wonder is it really an excuse or is there some truth behind this all. I try my best to try and relate with them, find a way to connect, many times its easier said then done, but they see me try and for many that is what matters. From the first day of school, I do make it a point for them to know that I don't care who they are (behavior wise) I don't care what others may say about them, we are starting fresh, and if I have no reason to give U's I wont. If i have no solid reason to raise my voice I wont. If there is no need to be sent out they wont, they know my rules. I work on my rules, they get taught and they get repeated over and over again as necessary through out the school year. I tell them it's 4 simple rules with RESPECT for each other being of the out most importance. Incidents if small are dealt with in class. Students are asked to step outside where we can discuss privately and calmly. This way it doesn't turn into boxing match in front of the entire class where the problem student would love to show off to his/her peers just how tough they really are.
I have a couple of students that I know for a fact just cannot stay in their seats for a long period of time, they know, from prior conversations, that they can come up to me privately, or write me a note saying can I go outside for a min and burn up some energy. I typically say yes, and they come back in calmly and continue working. And I think its small actions like these that the others notice and helps in keeping the classroom environment friendly and accessible to learning.
I feel like our students have been getting shortchanged this entire year, with the strong absence of 2 English teachers from the start. I'm very grateful for Ms. Cardenas being here with us, because I see her authentencity and care with our students, and inheriting a class at the end of Fall sesmeter is not easy. And, there are deep, deep implications of our students not have a teacher in this class. They know they are being cheated out of an education and I strongly believe this helps us to understand their "acting out." It's not totally on them; we as the adults in this community have to own up to where we have responsibility over this.
ReplyDeleteThe ways that I try to be engaged with all ofthis is to connect with students who are dealing with all of this, in the hallways, during passing period, after school, during Advisory, etc. Especially for those students who I had last year but don't have this year, I try to follow upwith them and I think they know that it's important to some of those teachers who reach out, that it matters how they are doing.
I think our students deserve for us to be more engaged and thoughful about how to cope with this... as a staff, we should dialogue about what's been going on here at YOKA.
I agree, with all said mr. Ramos and ms. Terada
DeleteDitto Mr. Ramos and Ms. Terada!
ReplyDeleteWe have changed schedules more this year than any other year I can remember. This may play in their behavior issues.
I feel that the 6th graders are the ones that are demonstrating their true colors right now. We are in for two interesting more years with them.
I have talked to this students but get no reply, just a blank look as if to say, "WHAT EVER."
There is a group of 6th graders that believe they are "bad" but I have actually been able to defuse them in my first period. Sadly, they were taken out of my class.
Lack of structure, boundaries, and consequences in YOKA have led to students acting up. These (and many other) students have come to understand that they can be out of uniform, show up late to class, chew gum or eat candy, use inappropriate language, or use a cellphone, all with little to no consequence.
ReplyDeleteYes, I agree with Mr. Ramos and Ms. Terada. How I try to help is to reach out to some of those students and let them know that I am another person that is genuinely concerned about them. I let them know that my door is open for them to come and talk about anything they need help with. Some students do take advantage of this and like to visit during passing periods or after school to update me on anything new.
ReplyDeleteI understand that we are supposed to be the "authority" in the classroom, but when "authority = despotism" then things can easily go awry. Humor and personal conversations, mixed with clear expectations and strategic reinforcement can lead to an atmosphere of anticipated readiness and respect. Structure is key for many of these students. If an environment is established that provides a sense of equality, importance, and purposeful guidance, behavioral issues begin to become a secondary issue because it is not an accepted norm of the classroom.
ReplyDeleteFor 6th graders, I have heard a variety of reasons. A common reason I have heard from students is that they want/need attention. The way I am interpreting this is that some of our students are not receiving the structure, attention and/or accountability they need from other aspects of their life. I have both written and verbal discussions with students to get at the root of the problem and properly address them. Having somebody listen and care about what they need and want is a step in getting them to connect with school again.
ReplyDeletePart of the reflection we discuss when going over their behavior is asking them what they would think if someone did the undesired behavior toward them. They quickly realize what it is like to be in somebody else's shoes. It won't be an immediate fix, but I see students change their behavior and attitude over time.
Ferrel
Students are acting out because a lot of them feel like they are too behind to catch up. They feel like they have no chance of culmination of getting a passing grade. It's difficult trying to motivate kids that have completely given up, but I try to remind them that every day and every action has a consequence whether good or bad. I have to review and reinforce a lot of the classroom rules. I give both negative and positive reinforcements regularly. Negative reinforcement like parent calls, trash pick ups, etc. and positive reinforcements like student of the week, verbal praise, etc.
ReplyDeleteI have noticed some students checking-out. There is not too many of them but it is the students that already know they are not on track to culminate. These are also the students that have had many inconstancies in their English classes through the school year. I believe that this has a ripple affect on the students in their other classes. I believe that they internalize a message that they are not being provided with the best opportunity to succeed. I have checked in with many of these students and have tried my best to show them that I care and want the best for them. Unfortunately, many of them have continued to complete little work and misbehave during class. I also believe that my inexperience as a teacher has also contributed to the misbehavior and lack of respect in one of my classes. I have learned a lot about the importance of routines and consistency. I have been able to improve on this over the past year but something that I plan to reflect and improve upon for next year.
ReplyDeleteImprovement is neverending in this career. For being your first year and coming in when the year started. I think you are reflecting well. I will say you have saved my line of students to have one less substitute. You also have some of my needy students I had in 7th grade. Thus, I agree with you the ones who feel, "what is the point" are always the ones we see struggle during this time.
DeleteI have been thinking about this very thing lately. One of the things that I tried about last week was to try and praise these "bad" students for when they do things correct. Some of these students may act up in every class and may come adapted to only "negative" feedback. Working with my SDC students, I also try to ensure that I go out of my way to give them their accommodations prior to any discipline. This hopefully develops a "caring" relationship with them and provide the care they need from me as a teacher. They may be acting up due to a legitimate need.
ReplyDeleteI think some of the at-risk students may be acting up because maybe they are seeing a discouraging pattern in their academic performance as we are fairly late in the year, and feel like they have nothing to lose, and as a result begin to act up.
ReplyDeleteWith regards to meeting unmet needs, maybe as teachers we can make it a point to continue to remind them that it is never too late to turn their academic progress around, and to continue to remind them of the school resources available to them. Also maybe as teachers, we could continue to communicate our belief in these students - even more so than the other students - to motivate them to better things.
As it relates to empathy, I think it is important for us teachers to remember what
it was like when we were their age. The positive experiences that I have had with students have come as a result of the above practices.
I think some of my most at-risk students act-up because they forget what is expected of them and what their responsibilities are as YOKA students. Once in awhile, I need to go over classroom rules what is expected of them. I also try to get support from their parents to help them understand that teachers are here to help and guide them, not against them. I think smaller classroom size would be helpful to make sure that they get their teachers' attention.
ReplyDeleteSounds like a beneficial time to re-ignite our "Save One Student" plan. Building relationships through purposeful mentorship would help our at-risk students by giving them adult allies and positive attention.
ReplyDeleteOur students need structure. We need to have consistency in the whole school. Supervision, any consequences in discipline, following the YOKA pact, and not having favorites. Empathy is a word they still lack in their vocabulary. They need a reminder of it EVERYDAY. Second step is my success IF I use it throughout the year.
ReplyDeleteIt seems like the most common factor that I've noticed are the inconsistencies of rules and guidelines in the classrooms. One teacher might enforce the school rules (ie. Yoka Dragon Pact) a certain way, and another teacher may not enforce it the same way. So, to make sure that all the students understand the rules and guidelines, we as teachers need to work together to make sure we enforce all of the school rules.
ReplyDeleteAlso, having a set routine is very helpful for both the students and the teacher. Students need to know what their expectations are so that there is no misunderstanding.
Finally, talking to the students and getting to know them helps build a rapport. This comes in handy when you might need a student to cooperate or do their work in class.
I believe they are acting up because they are seeking attention. Unfortunately they are seeking it in the wrong ways. I understand that my students got the "short end of the stick" (not having a consistent teacher for many months) we are working to overcome the effect of that on the daily. It could be very overwhelming at times but I have seen great improvement. I try to make lessons the most engaging and relatable as possible. Also, I try to be the most consistent with discipline. I believe they should be held accountable for their negative actions and rewarded for their positive actions. I believe in them and respect them. I am working on being more empathetic.
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