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Disorganized students Common to see with certain groups, especially grade…
Disorganized students Common to see with certain groups, especially grade 12 when assessments become frequent and intense.
Tier One Interventions
Parading the classsroom. Often circling the room and making sure students are on task. Though trying to avoid the helicopter mom technique. Making students are on task and focused on their work is essential with my research class.
Breakdown of task and directions This is a key step in helping disorganized students overcome the size of the task. Essentially I would unpack the task using the rubric criteria and explicitly give inquiry based questions to help students take a more systematic approach to the research project.
Weekly planner. Through experience, as a method of prevention, students are encouraged to set out weekly goals to unpack the extended essay task that they have in my class. Through this I would assign the student a self monitoring assignment sheet as a suitable method of data tracking.
Tier Two Interventions
Mentoring An important effort for students that reach tier two in my opinion. Rather than imposing a negative sense of the students failing, I would offer the scaffolding approach of providing the student with support. This kind of close connection with the students progress needs to be done with the student's personality and preferred learning style in mind. So each student is carefully considered first before attempting to be a positive light in the students academic career.
Social Stories I always find that some students need support by letting them know that I have also been in their shoes. This show of empathy is important if the students are to believe in themselves. I already believe in their capacity to do great things. Sometimes, through self-deprecation, I am able to connect with students to encourage them that they too can see the light at the end of the tunnel. After all, we are all human.
Individual & Visual Schedules. The essential next step to providing a student with further support. I would initially sit down with the student and discuss realistic goals. Then I would press those goals to be achieved within a quick but effective timeline. Perhaps checking in on the student every couple of days (since I only teach 3 hours a week with each student).
Tier Three Interventions
Contact with the parents This would be utilised if it has gotten to the stage that makes it paramount to structure work at home to simply catch up with the class/project. This would be in a formal contract, agreed with the student, to structure time during the weekend to work on the essay. This would need to be signed by a parent to improve the agreements' effectiveness (and essentially likelihood) of being carried out.
Meeting with the Diploma Coordinator The ultimate fear for students is the official meeting with the DPC to register a students lack of progress in any subject. It is a recorded meeting that can be utilised if the student is failing to respond to my own instructions and guidance. Even the simple warning to this step can prove effective.
Poor Peer Relationships Occasionally we will have some students who are showing signs of isolation due to conflict within the class. It's particularly important to address this early in a dormitory school.
Tier Three Interventions
Behaviour Intervention Plan To provide the student with a more intensive intervention to support the student and correct any conflict issues the student(s) have. In this particular case, I would also involved the homeroom teacher with these meetings, and/or other subject teachers if the issue has been raised in other classrooms. Implementing a behaviour plan and then continuing to monitor the student's performance in sticking to the plan would be appropriate measures for high school students who have reached this level of required intervention.
Contact with the parents This would be utilised if it has gotten to the stage, after months, that there is still no resolution to the conflict or the student has continued to dampen relationships in the classroom/school. Before contacting the parents, it would be effective to have the student fill out a self-assessment related to the students own perspective of their behaviour.
Tier Two Interventions
Ross Green Collaborative Problem Solving Having just researched this, I agree with this approach for high school students. Having the students lay down their issues on the table and then coming to some kind of agreement on how to remedy them is suitable for their age. As young adults, this is an important lesson in maturely dealing with social issues. Of course I can provide guidance and support for the student and offer possible solutions. Ultimately, it is the student that needs to agree on the action.
Student Counsellor Referral As a final tier two intervention, I would refer the student to the student counsellor. Tracked using the counsellor referral form. This is a serious step for the student. This makes it become much more official, and in my experience, I have never had to take it this far. I've always been able to resolve any conflict before it gets to this step.
Mentoring Here comes the talk. Using experience, not only as a teacher but as a caring person, I would try to mentor the student(s) into seeing the big picture. With the aim of lifting the student(s) morales, I would try to get the student to see the bright side. If not suitable, I would alternatively assign an older student as the subject's mentor.
Tier One Interventions
Encourage interaction If I can sense an issue or made aware of one (many students wouldn't approach me with their personal problems) I would try to intervene by setting up lessons that involve short one on one interactions between the students that would also involve getting up and changing partners frequently in the classroom. A personal favourite is the speed dating format where students can make fictional characters to take into the world of speed dating. This has proven to be an excellent method for overcoming conflict amongst students.
Talk One on One As a final step with the student, if the apparent conflict is still ongoing, I would meet with the student(s) individually and talk to them openly. I aim to have the student be as honest with me as possible. In some cases I would track the data by assigning the student a daily/weekly positive behaviour tracking form. Perhaps even offering incentives amongst the conflicting students when significant positive behaviour is recorded.
Handraising Tracking Form As it is recommended not to take immediate action (PBIS), only until weeks of tracking the students activitiy, I would initially start with a tracking form of the student's participation. At the very least, I would want the student to be active in lessons as this could prove as a way to heal any damage of conflicts within the students personal life. Academic achievement is well respceted at my school and I would hope that this could lead to mending relationships with classmates.