a. They do not see their strength as valid strengths.
b. At times they fear failing.
c. They do not benefit from strong home school relationships.
In chapter 5 of "From Rage to Hope", the author Crystal Kuykendall offers 10 explicit strategies we as educators can use to rekindle student motivation and achievement.
Lets talk about the imperative: Why is it important to motivate and inspire learners? What can and often happens when we fail to do so?
Jim Collins the author of Good to Great and Built to Last expressed a thought that we in education have come to accept as an operational truth. He said "When you start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-evident . . . you absolutely cannot make a series of good decisions without first confronting the brutal facts.
Kuykendall opens the chapter by laying out the "cold hard facts". She shares:
"Since 1999, one out of every four U.S. High School students dropped out of school before graduation.
-this data however does not include the huge number of students who are "pushed out of school when they turn 16.
According to the Schott Foundation for Public education the states of Georgia and New York represent 2 of the 10 lowest graduation rates for Black males in the country. With Georgia Black males at 43% (White Males 62%) and New York State Males at 25% (White Males 68%).
Kuykendall asserts that students have become alienaited from the learning process.
Actionable Suggestion: As educators we shou target strengthening our student's desire to be in school and to work to "turn them on to learning".
Actionable Suggestion: We must do more to teach children how to "learn" and "research". We must successfully prepare them for the "real world".
Evertthing begins for us (relative to meeting our goals) with the setting of Expectations
Kuykendall shares: "Some teachers may be unable to give hope to children of color because they do not really believe these children can succeed academically".
What do you believe and does your rhetoric match/align with the reality of your practices? Let's see!
Task: Below are for ideological descriptions shared by Eaker and DuFour in their publication of "Whatever It Takes". Your task is to review the four, reflect on your practice and select the one that closest aligns with your actions (not what you say you believe).
1. The Charles Darwin School: "I believe all kkids can learn based on their ability".
2. The Pontius Pilate School: "I believe all kids can learn if they take advantage of the opportunity we give them to learn".
3. The Chicago Cub Fan School: " We believe all kids can learn something, and we will help all students experience academic growth in a warm and nurturing environment".
4. The Henry Higgins School" "We believe all kids can learn and we will work to help all students achieve high standards of learning.
Kuykendall then goes on to share her 10 strategies for rekindling and or establishing higher levels of student motivation/achievement.
- Develop strong bonds with diverse students
- Identify and build on the strengths of all students.
- Help students overcome their fear of failure
- Help students overcome their rejection of success
- Set short and long-term goals with and for your students
- Develop appropriate teaching styles that are more congruent with the learning style preferences of Black and Hispanic students.
- Use homework and television to your advantage
- Communicate to ensure your real intentions are understood.
- Establish a good school and classroom climate where children receive the ongoing support and encouragement they need to succeed.
- Strengthen relations between the home and school.
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