beyond the report card
TRANSCRIPT
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Beyond the Report Card Identifying talent in low SES students
Henry South, a1212395
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What is SES?
� SES stands for socioeconomic status � A family’s socioeconomic status is based
on family income, parental education level, parental occupation and social status within the community
� Socioeconomic status has the ability to affect a child’s academic progress at school
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What does this mean for students from low SES families? � Students from high SES families are often
better prepared to begin school as their parents are able to provide them with a wide range of resources to promote and support their development
� On the other side of the equation, students from low SES are often underprepared for school, they often have limited access to educational supports because of financial and social constraints
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What does this look like in schools?
� Let’s take a practical look at this scenario, “In a public country school students come from a variety of different backgrounds, but the majority (70%) come from a low SES family. Attendance at school is mostly good, however some students may be absent for long periods of time. A small percentage of the low SES background students are disinterested in learning and are reluctant to be at school.”
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How can we motivate these students and how do we identify their talent?
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Let’s look at three case studies
1. The ‘trust’ learner 2. The ‘nup’ mentality 3. The ‘I’m too dumb’ mentality
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‘Trust’ Learners
� ‘Trust’ learners are often wary of people in authoritative positions
� May come from a variety of backgrounds and often have suffered from trauma
� Teachers may implement a Trust Based Relational Intervention (TBRI) based on the principles of empowering, connecting and correcting (Parris; Dozier; Purvis; Whitney; Grisham; Cross, 2015)
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Empowering � Students feel safe and nurtured in their
environment and physical needs are met (Bronfenbrenner and Morris, 1998; Lickliter, 2008)
� Safe and predictable environment (Van den Boom, 1994, 1995)
� Develop healthy emotions and behaviours that are trust-based rather than fear-based (Knight; Smith; Cheng; Steing & Helsetter, 2004)
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Connecting
� Promote relationship building � Focus on four skills: 1. The ability to seek care 2. The ability to give care 3. The ability to negotiate 4. The ability to feel comfortable with self (Cassidy, 2001)
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Correcting
� Preventing or reducing disruptive behaviour before it happens
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How this might look in a classroom
� Setting up a routine that is familiar for the students
� Using respect � Calm when dealing with disruptive
behaviour � Kind and caring � Teaching about expectations and
consequences � Being consistent
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The ‘nup’ mentality
� Students are reluctant to participate and learn
� Students don’t see the value in learning � Often come from low SES backgrounds
where often parents/grandparents are unemployed
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Reasons for saying no
� Fear of Failure: The don’t see the value in putting in the effort
� Lack of Relevance: They don’t see the value in the content itself
� Lack of Trust: They don’t see the value in their teacher
(Jackson, 2011)
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‘Fear of Failure’ Students � Refuse to try � Give up easily � Refusal to hand up work, or incomplete � Regularly seek reassurance � The more you push, the harder they resist � Seem to expect to fail � Either very grade-conscious or seem not to
care � Avoid situations where they might look
stupid � Blame failure on things they cannot control
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‘Lack of Relevance’ Students � Turn in incomplete work � Complain assignments are too easy and/or
boring � Frequently ask ‘will this be on the test?’ � Doodle, daydream, distract others � Look for shortcuts � Seem not to care about learning � Fail to see connection between their work
and success � Focus on grade � Rush through their work
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‘Lack of Trust’ Students
� Students are oppositional, defiant or angry
� Do things to intentionally annoy you � Take your comments about their
performance personally � Blame you for poor grades � Refuse to follow class rules � Do not access supports
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How to motivate reluctant learners
� Link new learning to prior knowledge � Teach students about the opportunities to
learn that arise from failure � Plan ahead � Build in opportunities for students to
practice their learning � Provide feedback, teach students value of
learning from feedback � Allow students to demonstrate their
learning in alternative ways � Generate curiosity, missing information
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The ‘I’m too dumb’ Mentality
� Students are disruptive, however will attempt to complete tasks when prompted
� Will frequently downgrade their own ability
� Often have low self-esteem � May be experiencing bullying at school
and/or at home
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Can we change our mindset? � Fixed Mindset VS Growth Mindset � Students with a Fixed Mindset see
intelligence as a fixed and unchangeable thing. They tend to be overwhelmed and give up easily
� Students with a Growth Mindset see intelligence as a developing thing. They embrace challenge and persist despite setbacks
(Dweck, 2007)
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How to engage these learners
� High Energy � Missing Information � The Self-System � Mild Pressure � Mild controversy and competition (Marzano, 2007)
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Further Strategies/Resources
� Games (Boggle, Celebrity Heads, etc) � Gallery Walks � Similarities/Differences � Think-Pair-Share � Reciprocal Teaching � Discussion groups (friendly controversy)
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References � How Parents Motivate Their Children Academically: Does SES matter? (n.d.). Retrieved August 17, 2015.
http://sitemaker.umich.edu/356.benjamin/does_ses_matter_
� Socioeconomic Status. (n.d.). Retrieved August 17, 2015. http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea7lk5.htm � Education and Socioeconomic Status Factsheet. (n.d.). Retrieved August 17, 2015.
http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx
� Marzano, Robert J.. Art and Science of Teaching : A Comprehensive Framework for Effective Instruction (2007). Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD).
� Jackson, Robyn R.. Mastering the Principles of Great Teaching : How to Motivate Reluctant Learners (2011). Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD).
� Parris, S., Dozier, M., Purvis, K., Whitney, C., Grisham, A., & Cross, D. (2014). Implementing Trust-Based Relational Intervention® in a Charter School at a Residential Facility for At-Risk Youth. Contemp School Psychol Contemporary School Psychology, 157-164.
� Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (5th ed.). New York: Wiley.
� Lickliter, R. (2008). Theories of attachment: the long and winding road to an integrative developmental science. Integrative Psychological & Behavioral Science, 42. 397-405.
� van den Boom, D. C. (1994). The influence of temperament and mothering on attachment and exploration: an experimental manipulation of sensitive responsiveness among lower-class mothers with irritable infants. Child Development, 65 (5), 1457-1477.
� van den Boom, D. C. (1995). Do first-year intervention effects endure? Follow-up during toddlerhood of a sample of Dutch irritable infants. Child Development, 66 (6), 1798–1816.
� Knight, D. C., Smith, C. N., Cheng, D. T., Stein, E. A., & Helmstetter, F. J. (2004). Amygdala and hippocampal activity during acquisition and extinction of human fear conditioning. Cognitive, Affective, and Behavioral Neuroscience, 4 (3), 317–325.
� Cassidy, J. (2001). Truth, lies, and intimacy: an attachment perspective. Attachment & Human Development, 3 (22), 121–155.
� Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine Books.