Strategies for Winning Over the Impossible Class

I so much liked this article, that I'm pasting it all here. 

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Strategies for Winning Over the Impossible Class
by Camille Clawson

All students can succeed if they feel respected and loved. This belief's validation came with an opportunity that challenged my thirty-three years of teaching expertise. Through scheduling logistics I was given the "impossible class" –eighth grade, twenty-nine diverse students with a single common denominator of continuing non-success at school. Assessment of the class make-up revealed 70% boys, majority special education, learning disabilities, deficient social and communication skills, anger-management participants, behavior disrupters, bi-polar disorder, cultural barriers and issues, ADD/ADHD, abusive families, poverty, continued failure at school and low self-esteem. No help was available. The assignment appeared overwhelming until I realized that what all of these students needed was what I was trained to give—understanding, respect and love.

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55+ Strategies

1. The greatest influence is the teacher's genuine concern and care.

2. The teacher set the tone and atmosphere on the first day of class. It is the first impression.

3. Use the "As Is" theory. Treat students the way you want them to be and that they will become—a self-fulfilling prophecy.

4. Use information from others and transcripts only as awareness tools. This information is only what a student has done, not who he is.

5. Remember that each child was born a beautiful human being. Environmental factors have contributed to who he is now.

6. Allow time and compassion in restructuring the students. NO one can become an instant angel, nor can anyone be an angel all the time.

7. Community building and support within the classroom is essential. The time spent on "getting acquainted" activities pays huge dividends.

8. Learn students' first names within the first few days. Seating charts and name games help both teacher and students learn names.

9. Use the student's name when addressing him. Everyone likes to hear his name spoken aloud.

10. Encourage students to address each other by name.

11. Model, encourage and reward courtesy and respect between all persons in the classroom. Please and thank you are such small words but they say so much about the person you are.

12. Smile! Smile! Smile! Smiling is contagious. Even a fake smile soon turns genuine. Remember the "As Is" theory works for the teacher, too.

13. Be generous in giving sincere compliments to the class and individual students. There is always something nice to be said.

14. Give specific rather than general validations so the students know what they did well and can repeat it. For example, you did a great job coming in the classroom today. (general) I really liked they way you come in quietly and were in your seats when the bell rang. (specific)

15. Always focus on the positive. For example, "I really appreciate you, especially when you listen when I am talking. It really helps me a lot," as opposed to saying "Be quiet."

16. Stand by the door, greeting and making eye contact with each student. In large schools and classrooms some students never make eye contact or are validated by an adult throughout a day.

17. For greeting large numbers of students, make a sign and hold it with a smile as eye contact is made. For example, a sign might read "Good morning" or "It's so nice to see you". Change signs often for sincerity. Students enjoy the silliness of signs.

18. Repeat door procedure when students leave. This is an excellent time to give validation for continuity to the next class.

19. Move around within the students and classroom. Make yourself available.

20. Quit talking and listen to the students. Give students a chance to talk. Most young people are talked at but not listened to by adults. Teachers can learn volumes.

21. Show a personal interest in students. Ask appropriate personal questions, listen and retain information to that follow-up can occur. "How was your basketball game last night?"

22. When speaking or working with a student, be at the same height level with no barriers between. For example, sit in chairs with no desk or table between. A person standing over a seated person creates an illusion of power and control.

23. If constructive criticism is needed, end on a positive note.

24. Arrange seating for support and balance. Students succeed best when seating is carefully chosen by the teacher. Students should be mixed up with a variety of factors considered: gender, scholastic ability, behaviors, social skills, etc.

25. Use a pleasant, respectful tone of voice.

26. Use a softer, quieter, calming voice when speaking (inside voice). The students will do the same.

27. Model behaviors expected of the students. For example, be on time to class and seated at the desk when the bell rings.

28. Target strategic students to work with in the beginning. Choose disrupters, and leaders. The others will follow.

29. Making positive phone calls home has a powerful effect on students, parents and teachers. Explain positive phone calls to the class. Ask students permission to call home and explain the reason. Try to make one or two calls daily. Short, five minutes calls are effective.

30. Be alert and sensitive to students having bad days. Be compassionate.

31. Avoid confrontation and conflict. It's a lose/lose situation.

32. Adjust curriculum to be appropriate and meaningful. Brainstorm what's in it for them.

33. Couple extrinsic rewards (candy or gum) with intrinsic rewards.

34. To promote a desired behavior, reward a modeling student in front of the class.

35. Allow students to know the teacher is human and makes mistakes occasionally. The teacher has the same human emotions as the students. Correction of others' mistakes needs to be respectful.

36. Enlist students' friends in the class to support and encourage them.

37. Create pride, for example, "Be proud. Put your name on the paper." "I'm going to give you a chance to be proud. How many people brought supplies?"

38. Encourage students to share what they think they're doing right.

39. Get to know students. Look up records, attend or ask about sporting events, competitions, interests, etc.

40. Share student successes with others outside of class-- it gets back to them.

41. Allow class time for students to share successes or interests.

42. Never give up on students and assure them you won't.

43. Enlist the help of parents for suggestions of most effective methods of working when their child. Parents are the experts.

44. Don't expect or demand perfection. Doing the best you can is quality.

45. Teach every lesson so that students use more than one sense in learning. Include oral, written and visual directions.

46. Use visual examples and samples.

47. Use humor, humor, humor. A sense of humor helps or lightens most situations.

48. Have fund and promote laughter. Eight good belly laughs a day are needed for a healthy body.

49. Allow for creativity and individuality in student projects.

50. Give students choices whenever possible. Open-ended choices may overwhelm. Choosing between several options is more desirable.

51. When a student is overwhelmed, the teacher or another student can work with him until the task feels more manageable.

52. It empowers a student when the teacher asks for help from him.

53. Empower students to be teachers to others. "You were so good at that. Could you help me out and show Derek?"

54. Establish clear, simple, and only a few guidelines for behavior and explain why they are important. Students need and want limits.

55. Establish routines so students know what to do and have predictability.

56. Be consistent.

57. Maintain safety standards. Every student is so important that no one should get hurt.

58. Give reasons for directives, and assignments.

59. Always encourage students to be the best they can be.

Consistent and routine use of these strategies brought immediate and dramatic results for both students and teacher. Students earning a passing grade for the first time were a measure of success. However, more importantly, was the improvement in student self-esteem, social skills, and appropriate school behavior and study skills. It was noted that improvement was transferred to other classes and situations. Once a student experiences a small success, a ripple effect generally occurs. Changed behaviors were further enhanced as positive phone calls were made to parents who longed to hear a teacher finally declare the virtues of their child.

Although challenging, this "impossible class" became the most rewarding of my teaching career. Each student became no longer a statistic, but a human being doing the best he could with a story to tell and gifts to give. Every student is worthwhile.

Listen to the students. They have so much to give and so much to teach.

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for my little teacher-girl.