Students at Risk (Woolfolk) Ana C. Sánchez S. Psychology & Language Teaching

Children at Risk In environments like Colombia children face difficult situations like these: Child abuse: triggered by low income, poverty, homelessness, marital instability, social isolation, physical abuse of mother by husband/boyfriend, frequent moves, large families, overcrowded living conditions, cultural approval of physical force and violence as ways to solve problems

Children at Risk Do: Alert your principal, school psychologist, social worker if you suspect abuse. Know about the regulations in your country regarding child abuse. Make your students aware of unacceptable behavior through stories, news, fables. Reinforce their self-esteem.

Children at Risk Teenage sexuality and pregnancy: the emotional impact of early sexual experiences may have consequences, the most evident is pregnancy, the most dangerous STDs

Children at Risk Provide as much information as you can (and the school allows) about the physical consequences of early sex life, provide information about birth control. If possible, invite people to the school to tell their experiences and provide information that may prevent pregnancies

Children at Risk Eating disorders: Bulimia (binge eating) and anorexia nervosa (self-starvation) are common nowadays and more prevalent among females than in males.

Children at Risk Bring stories of positive self-images, highlight different types of beauty, even the sentences you use in your worksheets should celebrate our differences. Be a positive example of healthy habits, avoid praising a stereotypical beauty type, discuss the dangers of these behaviors.

Children at Risk Drug abuse: our socitey glamorizes young celebrities flirting with drugs…until one dies. Childen in Colombia start drinking at around the age of 11 and parents sponsor that behavior, especially in men.

Children at Risk First, distinguish between experimentation and drug use. Discuss topics like assertiveness, peer-pressure, learning social skills, and, again, building self-esteem. Provide information in your classes about the consequences of drug use.

Student Challenges Bullying: It involves repeated attempts to harm a victim and an imbalance of power between the bully and the victim. Teasing someone who is less powerful or less popular or using any racial, ethnic, or religious slur should not be tolerated.

Student Challenges 8th graders said 60% of them had been harassed by a bully, but Ts estimated the number would be about 16% (Barone, 1997) Ts are unaware of what happens in their classrooms.

Student Challenges Set clear rules for Ss (What they should Do) Use humor gently and carefully Ask whether teasing about a certain topic hurts people’s feelings. Accept teasing from others if you tease Know the difference between friendly gentle teasing and hurtful ridicule or harassment.

Student Challenges Try to read people’s “Body language” to see if their feelings are hurt, even when they don’t tell you. Help a weaker student when s/he is being ridiculed.

Student Challenges Do NOT tease Someone you don’t know well Girls about sex (boys) About a person’s body About a person’s family members A topic when a student has asked you not to

Student Challenges Violence is a prevalent problem in our society. Teachers should know how to act. Here are some guidelines: Move slowly and deliberately toward the problem situation Establish eye-level position Be respectful: keep a reasonable distance

Student Challenges Do not crowd the student Speak respectfully, use the students’ name Avoid pointing or gesturing Be brief: avoid nagging, stay focused on the problem at hand, deal with less severe problems later.

Student Challenges Avoid power struggles: Speak privately if possible Don’t make threats or raise your voice Tell the student what the expected behavior is and the negative consequence as a choice or decision for the student to make. Withdraw from the student, give time to decide

Student Challenges The best approach for preventing problems with aggression later in life is to intervene early with role play, group discussion of personal experiences, interpreting social cues from photographs, making videos, writing endings to unfinished stories.

Student Challenges Misbehavior: Make eye contact or use nonverbal signals Try verbal hints (inserting the S’s name into the lecture) Ask if the offender is aware of the negative effects of the actions Remind the student of the procedure and have him/her follow it correctly

Student Challenges Misbehavior: Ask the student to state the correct rule or procedure and then to follow it Tell the student in a clear, assertive and unhostile way to stop the misbehavior Offer a choice: stop the behavior or meet privately to work out the consequences