Wednesday, August 31, 2011
Radio
While reflecting on the faculty meeting I came across the movie Radio. It is about a coach who took one handicapped student under his wing and made him a success. How many "Radios" have you saved in your career? How many will you save this year? We have a lot of Radios here at Carver but we have to have our listening ears on to hear them tell what they need? Please describe a Radio that you have had and how you got tuned into their frequency.
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I had a "radio" last year except she was HARD to fall in love with like we did Radio. Towards the end of the year God laid her on my heart while driving to school one morning. I asked her to come to FCA (Fellowship of Athletes) camp with me this Summer and I would find a way to get her a scholarship $$$ to camp - one of the stipulations was that she had to stop the fighting and drama on campus.
ReplyDeleteTears rolled down my face at Texas A&M when she stood in front of 600 campers (not an easy task)to share what she had learned about God and the connections she had made at camp. While this was NOT a cure all - I know a seed was planted and she will remember in lifes valleys that there is a GOD who loves her that she can always count on.
I believe that I have had a number of radios thus far in my career and only anticipate an increase! My thoughts turn to my first year of teaching. Within the first week of school I was made aware of (by his mother) of a young man who had not passed a Math TAKS test since 3rd grade. Long story short, I quicky established a relationship with him so that he felt safe and knew that I was genuinely there for his success B.A.M.N. Based on his class performance and his own testimony were worked on his immediate needs and then built upon them. Tutoring/intervention started early and was made relevant. I enlisted his mother in the partnership to work with him on specific things over the weekend, during holidays, etc; all the while building his confidence in the content. He comfortably passed his Math TAKS that year and went on to succeed in subsequent years!
ReplyDeleteI had a young lady in my class several years ago who struggled in reading and was not motivated in my class. In fact, her mother also did not believe that she could achieve success in reading. I implemented strategies and gave gave her tools to be successful in my class everyday. She thrived! She made gains that she had never made before. As teachers, our goal should always be not only to meet but exceed the expectations of our students and all stakeholders.
ReplyDeleteT. Stevenson
It was during my 3rd year of teaching in which I encountered two radios that had profound effect on my teaching career. The school in which I taught at 99% of the students were economically disadvantaged and the majority of the students live in a Spanish speaking household . My two radios were classified as special education students. One of the students was also ESL as well. I noticed that one of my special education student s had a good memory and can remember everything I stated in class but he was unable to read and comprehend the text. The special education teacher and I worked together as team to ensure that all assignment s were orally administered to him. He had the same work as his general education peers but the only difference was that it was read to him. The other special education student had a low self-image of himself. He viewed himself as a failure that was incapable of learning. I noticed that the student had content knowledge but he refuse to participate in class because he fear of being made of fun and that his learning disability would be made visible to class. I made it a point each day to give both students verbal praise to build their self confidence in their academic ability and to create a climate in which both students would be willing to take reasonable risks to participate in class discussions. Every time I heard both special education students made negative affirmations about themselves, I taught them how to replace it with a positive affirmation. I provided both students with individualized attention during instructional day as well as afterschool tutoring.
ReplyDeleteThey took the 5th grade Science TAKS test. This was before creation of TAKS M. Both students scored over 80% on the 5th grade Science TAKS test. They outscored some of their general education peers on 5th grade Science TAKS test. They took the same test as their general education peers. The only difference the test was orally administered to them. It was a joyful experience for me as educator to see the level of excitement the student exhibit when they found out they passed their Science TAKS. Both students were initially exempt from taking 5th grade Science TAKS test but I asked special education teacher to allow them to take the test.
Ms. Perrodin
I have encountered a few "Radios" during my career as an educator. The one that stands out the most happened just a couple of years ago. One of our female students at Rolling Hills was getting into a lot of trouble. She was loud, boisterous and very defensive whenever a teacher would ask her to rethink her behaviors. I took this young lady under my wing and decided to provide her with something at school that she didn't have at home...stability, someone showing her that SHE MATTERED and that I truly cared about her! Once she realized that my actions were honest and true, we all began to see changes in her behavior and attitude. All she needed was to see that being loud and unruly was not the only way to get attention. I still keep in touch with this student. While she has not totally changed, she is definitely not the child she used to be.
ReplyDeleteI pray that I've saved countless "Radios" over the course of my years as a teacher. During my first year as a classroom teacher, I had a student who KNEW our classroom procedures. He would try me daily by asking to do what he wanted to do, knowing it wasn't going to work. When he received the daily "no", he would fall to the ground kicking, screaming, and yelling. He was not a "bad" kid, but he was the product of bad parenting. Over the course of the year, I would take out time to tutor him one-on-one. During our one-on-one time, I was able to learn more about him and his family structure. He didn't have a mother because she left them. He wanted my attention, good or bad. I swore he hated me. However, the next year, when he was in 6th grade, he would come to ask me for help because he knew I cared. Many times it's not what the "Radio" is saying that we need to hear, but it's what they cannot say that we need to tune into. Students want to do right, even if they don't know it. It's our job to show them.
ReplyDeleteI had a young girl in my class who had been retained before. She had two personalities. She could be just as nice and sweet as you would want a young girl to be. However, she could be very mean spirited and foul as she wanted to be. I never knew which person was coming to school that day. She was also on probation and that made it even worst to communicate with her like a sixth grader. She was very mature for her age. At first I had a difficult time communicating and accepting her because she would always talk back and be flip with me. I could tell that she was an average student who just needed a little extra guidance and that she could be above average if she wanted to. I started complimenting her on her work more often and telling her that she had a good day in my class. She started warming up to me. As she started warming up to me it became easier for me to communicate with her and show her more love. We ended up ending the year on a very positive note. The next year when she was in the 7th grade she would always come back over to the sixth graded campus and see me. I feel that was one time that I really had my radio turned up loud.
ReplyDeleteI have yet to have any "radios" in my career as this is my first year, however, reading the stories has helped develop of understanding for those children and be better prepared to serve when I do encounter them.
ReplyDeleteI have encountered several radio children. On my first encounter I met a child who closely resembled the character in radio and I was unsure of how to approach him. I was afraid I might take the wrong approach and I also believe he might have been afraid as well. I inquired about different methods and tasks that could be used and applied to Technology and I was able to use various concepts that helped me reach the student. After giving the student the task in which I developed specifically for him I was surprised to see how enthusiastic he was to complete it. He was so excited and welcomed the praise he received as a result. I think the experience was as rewarding to me as it was to him!
ReplyDeleteMy first year I taught 9th grade Biology and 10th grade IPC. I had a 10th grade student that did not do any work in class or outside of class. He made me feel like I was not getting through to him. I tried to build a close relationship with him, but he did not want anyone to get close to him. When TAKS came around he passed and made the highest score in the class. It really made me feel like I did make a difference.
ReplyDeleteRadio…, who comes to my mind when I think of Radio? Well, because I teach G.T., I have not had the luxury of encountering any of these Radios’ that you all speak of. (Silence, as person whispers into my ear); …umm Oh, so all of my students don’t come to me on grade level ready to be elevated to the next level? What?! So, now that I have been corrected let me rethink this and see who I can come up with. ! Ok, my skit is over I will now answer the question. LoL….
ReplyDeleteWell, I must say I have had the opportunity to encounter a number of students that I tried to influence with my witty charm as I swindled them into learn my subject of science. I must be honest and say that I don’t like to rethink of the past relationship that I may have had with students. I really want to focus on the present ones; because if I focus on the past students I always think of how I could have impacted them differently, although I really tried to dig down and strike a nerve with each and every one of them; no, not get on their nerves; but to help them look at the big picture.
I had a female student that tried every day to do absolutely nothing when she came to my class. I had never had students to do that before. They would do something here or there, but she just would not do anything. I approached the student and inquired about her behavior. She would always tell me, but Ms. Barnes, I just don’t know this stuff. I don’t like science. I would always say well how can you not like something that you know nothing about? I talked to her and explained that she may not have known how to do things, not because she wasn’t being taught, but she wouldn’t allow herself to learn. For a long time she would not give, which was a TRY, and I would not take, her FAIL. After speaking to her mother and not receiving much assistance there. I realized I was going to have to make a deal. As we worked on our Space Unit, she had a lot of questions for me. Testing my intelligence; but, I put it back on her. I worked with her on the curriculum, but I think I gave her more confidence to just try regardless if you know that you are not going to make 100. Anything beats a goose egg (zero). At the end of the lesson she made an 84% on her solar system booklet project. I remember that like it was yesterday, as an old (ok, sorry an older) person would say; because for the remainder of that year she had thanked me for a grade that she had earned.
As a beginning teacher, I believe it was hard for me to tune in to my students' frequencies. However as I gained more experience, I found that I had always been tuned in but perhaps not wanting to listen. Listening in my opinion means to acknowledge and with that, often comes work. Hearing the need and addressing the need is not easy.
ReplyDeleteWhat I have found as an educator, when we tune in, we can inspire students just by genuinely caring. How often have I seen great strides made with hard sell cases when someone just affirms strengths and encourages and supports attention to one's areas of opportunities.
I believe tuning in has and will help us engineer a better tomorrow, especially here at Carver.
I think that I have made an impact on students lives. I think that by giving encouraging words and hugs, you show a student that even though you dont know them that people are looking out for them and will lead them in the right direction. Children do not care how much you know until they know how much you care.
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ReplyDeleteI affirm that the Carver campus indeed has many Radio's. This past week I had the opportunity to speak with the parent of a Radio. This parent informed me of the engendering circumstances out of which her grandson comes. Circumstances, such as, physical and sexual abuse, separation from parents, and social isolation. I think we can all agree that these are significant obstacles to overcome.
ReplyDeleteIn fact, the conversation I had with this parent reminded me of a refugee, a relational refugee. A person who is relationally disconnected from his parents and his peers. Perhaps, this explains his history of emotional outburst of anger and rage that only further creates distance between himself and others?
Understanding the context from which he comes helps me tune into his frequency. I am excited that he has permitted me, to some degree, to enter his world and commit myself for the remainder of the year to allow the Radio to inspire me.
I have encountered several 'radios' during my career. I recall in my early years of teaching students that were non-readers and how we had to motivate them and use headphones to try and get them to read along with the text. Many of the students now are young adults themselves and have children of their own that need survival skills in the classroom and in their everyday lives. I hope to inspire students not what they should know but the tools to search for their own answers for success.
ReplyDeleteI have had many radios throughout my career, and I guess the one I remember best happen during my first or second year of teaching. In which I had a student whom didn't draw very well, but he was very excited about his own artwork. I spent time encouraging him in his artwork as well as keeping other students from making a point to discourage him. Last year, I ended up meeting him again at the library, and he was still drawing and had gotten pretty good at it. So, I am glad that I help to keep him on the path he had chosen.
ReplyDeleteI have had a few "radios" in my career. The one student that comes to mind was during my third year of teaching. This student felt as if she had something to prove to everyone, students and adults alike, yet she was handling it the wrong way. Initially the year started off rocky. I would have to correct her behavior almost every time I encountered her. As I had conversations with her and interfered in many potentially bad situations, this young lady begins to express how she got a bad reputation based on an incident from the previous year. As I begin to show genuine concern for her well being and showing her positive ways to handle situations, this young lady did a 360 (well maybe a 180), I begin to recognize a positive change in her academics and attitude. To this day when I see her, she makes a point to express how well she is doing in school and in life in general.
ReplyDeleteThe most recent radio experience I have had is a student that I encountered on last year. She was always defensive and liked to fight. One day I pulled the student to the side and talked to her to see what was going on with her. After talking with her, I found that she had been sexually abused at a early age and had no father figures in her life. After I broke through her rough interior, she would always look for me daily. When I met her mom, she wanted to know who this teacher was that her daughter talked about all the time. Sometimes if you just take the time to listen and let the students know that you care, that makes all the difference in the world.
ReplyDeleteGrowing up in a Christian household, I avoid confrontations at all cost because it usually led to more conflict. But under the wise leadership of an elementary principal in Dallas, she showed me that confrontations do not have to always be negative but confrontations can be used to bring about positive change. It was during a faculty meeting, she confronted each grade level about their benchmark assessment scores. She used the data to challenge us. She expressed the disappointment she felt without attacking us personally. She presented the data showing how our school fares with other schools in our area. Our school was at the bottom. She ended the meeting with the question what will we do about it. Prior to the faculty meeting, I had a mentality of goldfish. I was thinking that my students performed poorly on the benchmark test because they came to me with little or no background knowledge in science due fact the earlier grades place a greater emphasis o n math and reading instruction.
ReplyDeleteMy shark moment came when my team members and I gathered all students together in one classroom to discuss their benchmark assessment scores. I confronted my students about their benchmark assessment scores in science. I expressed to them how disappointed I was with their performance and knew they were capable of performing better than that. I presented them with data showing how they compare with other students in the other schools showing them they were at the bottom. Some of my students who I knew were capable of academic excellence but they lack the effort and motivation, I had one on one conference to challenge them academically. When results came back for Science TAKS test our school score was above the district and state average in 5th grade science.
How this applicable at GWC? Some students we can inspire them to reach a level of academic greatness by providing them with nurturing and caring atmosphere. Whereas other students we have to be willing to confront them about their lack of effort and challenge them to achieve academic excellence .
Ms. Perrodin
I had a Radio my first year teaching. It was a challenge to motivate this student. I talked to him and he told me he did not pass his TAKS test after three tries the year before. I spent time tutoring him and working one on one with him in class. I also gave him small rewards to make him know that he mattered. He gained confidence and through his effort and hard work, he was able to pass the TAKS test. I felt as if tuning into his frequency made a huge impact on his success.
ReplyDeleteC.L.
Being that it is my first year of my new teaching career, I have not really encountered any Radio's. However, growing up with a mentally handicapped aunt, I have an experience. How I plan to connect with Radio's that I will encounter, is the same way my Granny dealt with Aunt...with love, determination to connect and see them do better. My Granny has taken care of my aunt all her life. She has never put her away in a home even when raising 7 other kids alone became a difficult task. I will do my best to be like her and not be easy to put my Radio's off because I have many other children to deal with.
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ReplyDeleteRadios turn on and off. Teaching ESL, SPED, GT. and regular, I have had many radios to go on on and off. Some worked smoothly. Some did not. One or two have broken the radio and I had to get a new one.
ReplyDeleteOne in particular, not only did I have to check the home environment, I had to change by including the strengths in my prsentation and doing student conferences. We began to adjust to each other. It worked. It was daily! Radios are different. Light bulbs will turn on!