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Date: Mon, 3 May 2004 11:41:03 -0400 (EDT)
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From: MWPotts2001@aol.com
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:2750] supporting at-risk students
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Colleagues,
The article below offers research to suggest ways of working with and
supporting *at-risk* students, and I am sure that you will recognize the baggage and
the barriers to success that our students bring from former school
experiences. The practices suggested as means for successful engagement are closely
linked with the philosophy and practice of Equipped for the Future:
1. Leveraging interpersonal relations. See the EFF Standards, Cooperate
with Others; Advocate and Influence; Resolve Conflict
and Negotiate; and Guide Others.
2. Recognizing and teaching behaviors that are conducive to success. See
the Standards in the Decision-Making and Lifelong
Learning Skills areas.
3. Hold students to rigorous standards. Well. . .
4. Recognize that academic accomplishment is directly related to a
student's feelings about attending school. See the Teaching and Learning
Cycle, in which student's goals are primary and student's
interests are at the forefront of projects.
While Equipped for the Future was originally intended as system reform for
adult education, it appears that it could address these issues in the high
schools, as well. And I can't help wondering, when is it too young to begin this
work?
All the Best,
Meta Potts, Moderator 4-EFF
Glen Allen, VA
mwpotts2001@aol.com
SUPPORTING AT-RISK STUDENTS from the PEN Weekly Newsblast, 4/30/04
Many schools specifically target students at risk of dropping out. The
missions and structures of these schools are varied. Some are designed to
foster self-esteem, others aim to build trade skills, while others take a
military-style approach. Educators who work with at-risk students vary in
their opinions and practices. Yet research indicates that some specific
principles characterize the best programs for students at risk of dropping
out. First, these programs leverage interpersonal relationships. Second,
the most effective programs for at-risk students recognize the importance
of teaching behaviors conducive to success. In proactively teaching study
skills and social skills, schools can reduce the need to react to many
academic and social problems after they arise. Finally, the most effective
programs recognize that academic accomplishment is directly related to a
student’s feelings about attending school. These programs do not simply
coddle students into passing time in school. Students are held to rigorous
standards, and supported in their efforts to meet these standards.
Students who enjoy true efficacy are more likely to remain in school. Read
the introduction to a new book from the "By Teachers For Teachers
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