The hardest part
For me at least I find it the most difficult to help a student, when they do not self-identify, because of FIRPA it is seek out a troubled student, because we may violate their rights, and insult or embarrass them. What can we do to foster a relationship and diagnose in order to help these types of students?
I agree, I see that a lot, and some of the students in that situation also have a hard time to keep up.
The hardest part for some people to sign up for school is to give up all of the other things that they do in their free time for studying.
I agree. We have systems in place by which we're constantly tracking attendance and GPA. If a student has been out of school for a certain period of time, or has a GPA below a certain level, they have to meet with us whether they want to or not. Often these meetings reveal other issues that can then be addressed as discussed in this section, but they begin by just saying, "Hey, I noticed you haven't been in class recently. Is everything okay?"
Often times it is easier than we think to identify a student that is struggling. Grades, attendacne, change in behavior,...we need to make sure that we are all paying attention to those things and getting to know our students in order to see the change. We also have to respond...don't wait fo them to come to you. Offer services to groups, seek that individula out and offer them help. Include all of your resources in orientation and make them easily accesible. Also, holding social and educaional events gives students opportunities to connect with us so that wne trouble arrises they have a level of comfort to reach out to us.
James , when you do identify a student with a problem are you prepared to help them with it? Have you received adequate training? Have access to resources and support?
I believe that the hardest part is identifiend that a student has a problem.Many times the student feels embarresed about the problem. It is possibly a problem that has been with them their whole life and they have learned to hide it.
Good practice, Sean. How often do students actually stop by your office?
I like to use an open door policy where my students know that they can talk to me any time they need me and they can contact me any time they need outside of school.
It seems to me that if you cultivate a classroom environment where you and the students have a good working relationship, where you frequently ask their opinions of the topic at hand, then that lays the groundwork for intervening later if it becomes necessary. So for example, you can catch a student at the end of class and ask if he can stay for a few minutes. After the others have left, you can say, "You seemed quiet in class today. Is there something on your mind?" or something to that effect. Even if he declines to talk, you can wrap up by saying, "Well, stop by my office if I can do anything for you."
If nothing else, it shows him that someone considers him important. And if he is in the Academic Erosion phase, that may be all he needs.
