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Identifying & Helping Struggling Students, Change Schoos: Process…
Identifying & Helping Struggling Students
Female student age 13/14 Chinese national however lived outside of China for 7/8 years
Female student is withdrawn from Chinese classes, and during social studies and ELA female student make negative loud outburst about China and her classmates, consistently disrupts the learning of others and do not make friends
Individual Different approach
:
most follow a tiered process with support to eliminate barriers for the student
This is the process/system the teacher could/should start with the female student
Emotional Disturbance: an inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
pervasive mood of unhappiness or depression
STRUCTURED EMOTIONAL SUPPORT
The “2x10 Strategy” developed by psychologist Raymond Wlodkowski is an excellent brain-aligned strategy to implement with our most challenging students. For two minutes each day, 10 days in a row, teachers have a personal conversation—either written or in-person—with a student about anything the student is interested in, as long as the conversation is G-rated.
LOCKED JOURNAL FOR SAFE SELF-EXPRESSION
When we write out our thoughts and feelings, we clear space in the frontal lobes for positive emotion and higher cognitive processes. A locked journal can give students a safe place to release anxiety while maintaining control over their own privacy. If a student chooses to write or draw their feelings and thoughts through this format, we discuss how this journal can become a trusted friend, and how they might be able to use it to prototype creative forms of expression to be shared under the appropriate circumstances.
DELIVERY MATTERS
In working with students, your method of delivery will make a big difference. Students who are emotionally shut down and unresponsive to words may respond better with written notes. You can create note cards for directions, choices, or explanations, and give students the opportunity to write their responses rather than speak. All behavior is communication. Although I might not get a verbal response from a student, I always keep trying with the option of sharing notes and letters.
"Reaching Students With Emotional Disturbances: A seasoned educator shares four ideas for supporting students who have suffered emotional trauma" edutopia: Mental Health, accessed 06 September 2022
https://www.edutopia.org/article/reaching-students-emotional-disturbances-lori-desautels
26 April 2017
created by Ron Price
BUILDING RESILIENCY
I can create an environment that feels safe and connected by helping students understand how negative emotions hijack our learning. I am currently teaching young adolescents, many with significant emotional and behavioral challenges. To facilitate a predictable and consistent environment, we create class guidelines, procedures, and engagement systems so each student knows the class expectations and routines.
Teacher and Parents start communication but dont follow through, parents change school. New school does not have resources or trained staff.
Nothing Happens. Teacher does not follow up and parents are to busy
Change Schoos: Process Starts OVER
Female student is withdrawn from Chinese classes, and during social studies and ELA female student make negative loud outburst about China and her classmates, consistently disrupts the learning of others and do not make friends
Female Student age 13/14 Chinese national but lived outside of China for 7/8 years
IEP
Change Schools: Process starts OVER
Female Student age 13/14 Chinese national but lived outside of China for 7/8 years