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Nina Ogor's Struggling Students (IAGER): Identify, Approach, Guide,…
Nina Ogor's Struggling Students (IAGER): Identify, Approach, Guide, Encourage, Reflect
Behavior
Identify: Are withdrawn, anxious, angry, self-harming, or overly emotional?
Approach: Pull the student aside and check in with them. Ask them questions about how they are feeling and have a conversation. Explain your expectations of the student and your goals for that student as far as behavior is concerned.
Guide (and Assist): Come up with tactics both with and without the student to address behavior. If the student suffers from panic attacks, create a method with the student to calm them down. If the student self-harms, create a way for the student to let you know the feel the need to self harm or channel that feeling into a more productive activity. Work with the student on ways to best help them.
Encourage and Check-in: Encourage the student to come to you with concerns. Perhaps keep a ‘feeling journal’. Have regular check-ins with the student to go over what is working and what you could do better as their teacher. If things aren’t working re-evaluate strategies with (or without) the student.
Reflect and Refine: Reflect and refine the process for speaking with students. Track the process you went through to help specific students (leave out information that may be confidential) and use that for students in similar circumstances later on.
Work
Identify: Do they not complete their work? Forget their work? Or is the work done differently than they usually do it?
Approach: While checking students work, make a comment to see student before or after the (following) class. You can also do this while giving the work our. But try to not ostracize or draw attention to the student.
Guide (and Assist): Sit down with the student and go over the work. Ask thick and thin questions about the assignment. Do majority of the assignment together and give students the ability to resubmit assignments. After the time, ask students what they think they could have done better and what resources they wished they’d have. Listen to students’ answers, asking follow up questions if student says anything that is unclear or roundabout.
Encourage and Check-in: Student work after the Approach and Guidance steps will largely be based on their situation. Give students semi-flexible time lines while continually checking in on their progress. Provide various resources to students e.g., library, peer mentors, your office hours, etc.
Reflect and Refine: Track students work and progress and see if you can spot correlations between your suggestions and the work students submit. Take into account outside forces (poverty, homelife, etc.) and track students’ performance.
Missed Classes
Identify: Are they skipping your class or missing school a lot? Have the parents been contacted? (If possible check school records and talk with other teachers)
Approach: While the student is leaving class, pull them aside and ask for a few minutes. Express concern and ask students general questions about their life outside of school. Record it in case SS (Social Services) or CPS (Child Protective Services) needs the information. Check in with the student’s welfare and suggest a plan for them to make up work or to cease missing school.
Guide (and Assist): Work with parents, administration, students, and/or any others to get the student to attend classes. Create a community of vigilance and cooperation. Set expectations for students and stay in regular contact with students guardians as well as the administration.
Encourage (and Check-in): Keep an attendance chart and reward system to encourage students. Allow for students to make mistakes but don’t lower your expectations of the student, and make sure the student understands that. Stay in regular communication with guardians and check to see if anything changes with the student.
Reflect and Refine: Go over correspondence with student and parents and see how the message or tone can be changed. Look at the causes of students absences and make a checklist of possibilities for student absence in the future. Take preventative measures moving forward to ensure students are attending classes.
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For all the steps, if possible, work with the student's legal guardian to make an IEP to help the student with their specific need.