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Ideas for Helping Students Succeed

by Kimberly A. Corey

 

As the teacher in any classroom, some things are in our power, but many are not. In spite of that power, or lack thereof, we are teachers because we want to help students succeed. Much has been written about the support systems and intricate networks that are needed to help children become successful-- remember It Takes a Village?

If we know that a student does not have a strong support system at home, we need to consider the impact this has on the student and his/her ability to complete homework assignments and other outside projects. In addition to the lack of support for academics at home, the structure of today's family has changed as well. As educators, we need to acknowledge that. The student may be dropped off at school by one person, yet be picked up by another. Another aspect of the family structure of today is there may be a complete lack of communication between the student's caregivers. If they do not have a healthy relationship, we cannot assume that they are sharing information about a homework assignment. Relationships break down. That's life. We need to be cognizant of that and try to bridge information gap for the best interest of the student.

One way to bridge the communication gap is to create a communication board or calendar. Posted on it could be updates, due dates, and praise for students. A second idea is to create a folder with photocopies of assignments or leave scrap paper and pencils near the assignment board for caregivers to jot down the assignment. A third idea is to list tips on how they can help. Many caregivers want to be supportive but just aren't sure how. It is unfair to expect that the student be able to complete assignments and learn to be successful on his or her own. As teachers, we need to let caregivers into our world and teach them how to support the child as a student. By posting assignments, we are informing a wider audience, sharing information with the rest of the villagers, and helping our students become more successful. If it truly takes a village, we cannot hide objectives and assignments from the rest of the villagers.

Further, in light of the changing family structure mentioned above, consistency is needed if we expect academic support. Are spelling tests always on a certain day? Is math homework always given on another? Creating a pattern is good for the students, especially those in younger grades. In addition, a pattern can be created for the caregiver as well. Maybe Monday's caregiver will learn to ask about the math homework and Thursday's caregiver will remember to review the list of spelling words for the next day's quiz.

Near the posted assignments and tips for caregivers, student achievements could be highlighted. (Please read The Whale Story by Coonradt if you haven't tapped into the power of positive reinforcement.) When using a praise board, make sure every student gets a turn being praised or recognized. This will not only build each student's self-esteem, but caregivers will appreciate that you notice and value his or her child. This will create buy-in and build support for the students, teacher, and learning process. This is part of building a strong village. On the saddest extreme, through the praise board, we teachers may be in a minority of those who praise a particular child. By our recognition of the positive things the child does, we may influence the caregiver's perception of the child.

Another obstacle that arises when work is not done at home is where and how to make up for the incomplete work or lack of support. I believe a mistake made is to deny a student the opportunity to play with others at recess. If we do this, we are denying them opportunities to belong and form lasting relationships with other children. The villagers need to feel connected. All of us have studied Maslow's Hierarchy of Needs. We know the devastating effect of the lack of belonging. (To refresh your memory, it's the third layer, sense of belonging). Why would we deny a student the opportunity to connect with peers who form a support system, when we know the student is lacking one at home?

Further, if we use recess as a punishment, we do two things. One, we shoot ourselves in the foot as an instructor. If we think that any child can sit all day and doesn't need to release some energy, we're kidding ourselves. They need to run and play and shout; this allows them a release as well as gets the blood flowing. It's good for them. It's good for us. How many of us would like to sit from eight until three everyday with no break? Second, after the state-mandated curriculum has us teaching about diet and exercise, how can we not show the importance of exercise by reinforcing and modeling this? We educators know the "do as I say, not as I do" model is ineffective.

Creating stronger support systems will make our jobs as teachers easier and will bring more success to the students. By utilizing support of caregivers and peers, we can help the students who do not have strong support systems at home. Posting assignments makes sense. Teaching parents how to help will build support for education, but more importantly, will build support for the students. Modeling behavior can be challenging, but it is one of the most effective modes of teaching. Undeniably, helping someone succeed is the most rewarding thing we can do with our lives. Involving all the villagers increases the chances we all have for success. Regardless of where the power resides, talking about what students need as well as what teachers need is the beginning of improvement in education.

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About the author

Kimberly Corey is an Assistant Professor holds a Bachelor's degree in English, a Master's degree in Education, and is completing a doctorate in Education. She is currently employed at McIntosh College where she teaches College English, Composition, and Literature. In addition to teaching, she has served as the Faculty Development Coordinator and the Program Chair for General Education. You can reach her at kcorey@mcintoshcollege.edu

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