1. Identifying, Inspiring, and Engaging Struggling Student and Reluctant Learners

2. Identifying High Risk Students: How hard can that be??? Sore thumb
On what evidence do we base our decisions?
Who do we expect will be at risk?

3. Sleepy, Dopey, Grumpy, Happy, Bashful, Sneezy
How do we come to those conclusions? Kids, I don’t kow what’s wrong with these kids today.
One on one warm relationship with a trusted faculty member can do more than almost anything wlse to encourage students to thrive.

4. Biases????
We usually use our eyes and sometimes ears to make judgments. We look at the student or we look at the student’s work. Tatoo and Paul Waite.

5. The big WHY Underprepared Intimidated Fearful Shy Nervous Discouraged
Bored
Overextended
Etc.

6. Communicating Low Expectation
A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement.
Marzano, The Art and Science of Teaching, p. 162

7. Beliefs people hold about their abilities is a better predictor of success that their actual abilities.
Bandura, 1997
Wh at do we believe about our students? Kids, I don’t know what’s wrong with these kids today.

8. How do we exhibit those expectations?
Voice and Tone
Quality of Interactions
Marzano, The Arts and Science of Teaching, 2007

9. Teachers praise lows less frequently than highs
Teachers are less friendly
Teachers give lows less eye contact
Teachers are less attentive
(e.g.head nodding and leaning in)

10. Quality of Interaction
Wait less time for responses
Do not delve into the logic of a reply
Briefer and less informative feedback
Interact less frequently
Demand less
Less use of time-consuming instructional methods

11. The Issues with Open Enrollment We must teach the students we have, not the students we wish we had.
The comments we make verify our frustrations and low expectations. Many strategies identified in the literature. I’ll give you a few.

12. Impediments to Learning
Intrinsic vs. Extrinsic
Active learning is so critical

13. 1. Identify differential treatment of low-expectancy students and own it.
If this isn’t your problem, I’ve only wasted 6 minutes of your time. It’s my problem.

14. 2. Share your own learning strategies and struggles.
Nobody’s born an academic. High school background.

15. 3. Clarify your expectations for success.
Don’t take for granted that students understand the level at which they must perform. Show samples of quality work, use rubrics, give clear instructions and examples.

16. Invest in specific feedback and correction. 4
Invest in specific feedback and correction Give prompt, specific feedback. “Good job” is not feedback. A grade is not feedback. Consider allowing re-do. Personal contacts.

17. 5. Make sure that low-expectancy students receive verbal and nonverbal indications that they are valued and respected.

18. 6. Ask questions of low-expectancy students
6. Ask questions of low-expectancy students. Prompt and expand upon their responses.

19. What? How? Why? We less often ask: Who? And so…
Traditionally as we plan to teach, we ask:
What?
How?
Why?
We less often ask:
Who?
We teach what we are.
Parker Palmer, The Courage to Teach
We know what we teach and how we teach.
Do we ever ask Why we teach and Who we teach?