This blog has been created as a requirement for NAU's Education Masters program. We are asking for you to participate and to follow some very basic rules:
- Post must be value added to education
- Please change the names to protect the innocent
- Keep the language professional
"What are your Best Practices used to teach at risk students in K-12 and Adult Education?"
Thanks and we look forward to reading your comments.
Lisa, Paulette and Sean
12 comments:
I am not currently teaching, but I have some good thoughts on the subject. First, a teacher must really get to know their students. Are the students working to their full potential or do they have a disability preventing them from completing an assignment. After you think you know your students then they can be given assignments to increase their knowledge, skills, and abilities accordingly. Another approach might be is to ask them “what do you expect to get out of this class or what would you like to be taught?” My thought process is to keep the students engaged and make them want to learn because they want to learn, not because someone told them they had to be in class.
Posted by Annette M. Gallardo
I would have to write that some of my best practices would be two things and two things only. Empathy and Understanding. I myself came from an at risk family. I dropped out of high school 1.5 years shy of my senior year. I attend GED class and basically thought that was it for me after I got the Diploma. According to my Grandfather, at my age 17, I was suppose to have a shoeful of children and live life on Family Assistance and work as a grocery store clerk or even a nurse. When I turned 21 years old I enrolled at Pima Community College where I excelled both emotionally and academically. The reason why is because my teachers were understanding and empathetic towards my situation. I later enrolled at NAU where I received a BS in Criminal Justice and I am currently one class away from an M.E.d in Ed Leadership: Community College/Higher Education. Reason why....Most of my professors were Empathetic and extremely Understanding. That's it.
I found this a very interesting video. There was many good points in the thoughts that we need to make sure we know our kids and where they are coming from as well as being empathetic and being understanding with our kids.
From what little I got, since it was pretty choppy at the NAU lab, was that the best teachers/principals are emotionally and socially intelligent. I would have to agree. As a student and future teacher, it is important to be understanding about situations and try to be encouraging in order for them to do their best and succeed at things they thought they may have never been able to accoomplish.
Also, that schools need to be where relationships form and according to the speaker, this is not what's happening. Why not? We should be since we are around these people day in and day out.
In response to Annette's comment, I do believe that it is imperative that you first get to know your students, inside and out, especially their weaknesses and strengths. Once that has been accomplised, then that is when Understanding and Empathy come into play.
Please read the Book "Emotional Intelligence" by Daniel Goleman. After you have read this book, you will be able to have a better understanding of the type of leader you are, and, more importantly, the type of teacher you will become.
The at-risk college student is affected by many factors and circumstances. Many American college students can be included in the category of at-risk. The statistics show that a vast number of at-risk students are affected by their socio-economic status, their cultural backgrounds, and society. The at-risk college student may come from a dysfunctional family, physical abuse, psychotic disorders, and family violence. Additionally, there are many other factors that affect the at-risk college student.
Individual assessment would be crucial to at risk K-12. In adult learning, I would venture to say that letting the learner go about it his/her own way, as long as they grasp on to the content, that is all that matters.
Our at-risk students are looking for some of the same things our mainstream students are looking for: meaning and value out of education. Our at-risk students are from cultures that do not value higher education, so as an instructor you must assist in the meaning making process and create the value added of each lesson you teach. The lesson should connect with the student in a way that has a solid foundation and based on an experience.
I agree with you Patrick. Cultural differences is a big part of education, especially nowadays. The student population is so diverse with multiracial students becoming the norm. These students come with their own set of identities. Also, the at risk youth want to feel a sense of belonging and being a part of something - in education, they want to feel part of the mainstream. they don't want to feel "stupid" because they have different needs.
I am not currently teaching, but I used to teach in the college setting with incoming freshman. From my experience with students that are at risk it is important to understand what background they are coming from and what acctually puts them at risk. I was able to work in many retention programs where these students were labeled at risk because of their ethnicity and SES so its important to define "at risk". For students that are having difficulty in school for instance. I think one on one tutoring or mentoring has had great results. Giving students the tools and resources, as well as the necessary skills to succeed have proven to be helpful. Also, getting students involved at school and in the community gives them a sense of belonging which research has proven improves students grades and self esteem as well as overall academic achievement.
"At risk"...right away I think of retention. Retention strategies need to be as supported as recruiting, admissions and teaching strategies.
Post a Comment