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Identifying, Inspiring, and Engaging��Struggling Student and Reluctant Learners

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Identifying High Risk Students:� How hard can that be???��� Sore thumb

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On what evidence do we base our decisions?

Who do we expect will be at risk?

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Sleepy, Dopey, Grumpy, Happy, Bashful, Sneezy

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Biases????

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The big WHY�

  • Underprepared
  • Intimidated
  • Fearful
  • Shy
  • Nervous
  • Discouraged
  • Bored
  • Overextended
  • Etc.

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Communicating Low Expectation

  • A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement.

Marzano, The Art and Science of Teaching, p. 162

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  • Beliefs people hold about their abilities is a better predictor of success that their actual abilities.

Bandura, 1997

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How do we exhibit those expectations?�

  • Voice and Tone
  • Quality of Interactions

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Marzano, The Arts and Science of Teaching, 2007

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  • Teachers praise lows less frequently than highs
  • Teachers are less friendly
  • Teachers give lows less eye contact
  • Teachers are less attentive

(e.g.head nodding and leaning in)

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Quality of Interaction

  • Wait less time for responses
  • Do not delve into the logic of a reply
  • Briefer and less informative feedback
  • Interact less frequently
  • Demand less
  • Less use of time-consuming instructional methods

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� The Issues with Open Enrollment�� We must teach the students we have, not the students we wish we had.

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Impediments to Learning

  • Intrinsic vs. Extrinsic

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1. Identify differential treatment of low-expectancy students and own it.

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2. Share your own learning � strategies and struggles.

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3. Clarify your expectations for success.

  • Don’t take for granted that students understand the level at which they must perform. Show samples of quality work, use rubrics, give clear instructions and examples.

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  • Invest in specific feedback and correction.������4. Give prompt, specific feedback.���“Good job” is not feedback.� A grade is not feedback.� �Consider allowing re-do.�Personal contacts.

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5. Make sure that low-expectancy students receive verbal and nonverbal indications that they are valued and respected.

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6. Ask questions of low-expectancy students. Prompt and expand upon their responses.

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And so…

Traditionally as we plan to teach, we ask:

What?

How?

Why?

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We less often ask:

Who?

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We teach what we are.

Parker Palmer, The Courage to Teach