Students Take Ownership… What It Takes to Make a Difference, Part II

By Elizabeth Stein

As we all know, President Obama addressed American students on September 8, 2009. His back-to-school message was inspirational and realistic. He shared clear ideas about how each student could think and act in ways that would result in personal, community, and global achievements.

For purposes of this post, I will steer clear of the political focus of Obama's speech. I will share, however, my view that whenever the President of the United States wants to talk with students, it’s a good thing. All the hype that preceded the President’s address just made no sense to me. Obama’s message was motivating; he shared stories of people who refused to give up on their goals and eventually achieved success. He also encouraged students to work hard and do everything they can to meet their own goals. The President acknowledged that this requires hard work and determination—and he urged them to never give up. So as President Obama spoke to millions of Americans, he also spoke to individuals. As he aimed to change the world, he spoke to one child at a time…

When special educators think about how to make a difference, much depends on the setting and population of the students they teach. Of course, the more restrictive the environment, the more of an advocate they must be for their students. As the students get older and overcome learning difficulties—or learn to compensate for them—they must be given opportunities to exercise their abilities to make wise decisions about their present and their future. If possible, students must be a part of the process of making a difference.

This year I am teaching in a fifth-grade inclusion class. One of the things I love about teaching the intermediate grades is that, with guidance, the students can begin to become advocates for themselves. Over the course of the first month, I meet with each student to review his or her IEP goals, program modifications, and testing accommodations. I point out goals we are working to achieve, and I let them choose goals from the list to work on. Promoting this goal-oriented mindset can keep the students determined and motivated while making the work meaningful.

Of course, my intention is to guide students to become more independent for a successful school year. But more importantly, my aim is to give my students the necessary lifelong skills of self-discipline, determination, and leadership.

Some ways to turn your students into self-advocates:

• Teach specific learning strategies to guide independence.
• Engage in daily discussions to help develop their communication skills.
• Create a strong home-school connection.
• Teach organization and study skills.
• Incorporate cooperative learning activities.

A few years ago, I worked with a group of fourth graders in an inclusion class who were reading two-to-three years below grade level. The focus on “reading to learn” rather than “learning to read” posed a great challenge. Yet, halfway through November, I found a note on my desk that read: “Mrs. Stein, You make us want to read and write!” And each student signed the note. I know I was a part of something good here. At least it felt like I was a part of making a difference. But I still wonder about that.

The following year, these students still struggled significantly. Some of the progress from the year before was evident. Three of the five children, although still functioning below grade level, continued to make progress in attitude and performance. But the other two returned from the summer vacation with a defeated attitude. They were not the same enthusiastic students who left notes on my desk the year earlier. They decided to give into their struggles—they decided to give up.

Time for a reality check: I believe there are many variables that must be in place for a teacher to truly make a difference. Here are a few:

 Variable 1: the school/peers/teachers
 Variable 2: the home/parents
 Variable 3: the student

As a teacher of the students described above, I know I was persistent in researching and implementing strategies, ensuring consistency, and maintaining a positive attitude. Yet, all variables needed to work together to make long-lasting change.

So, I may have been a part of making a difference for those students at one time, for those moments.

But for long-lasting change, it comes down to the students’ decision—the decision to never give up.

 

Comments

[Elizabeth Stein]

...full of fighting spirit...I like the sound of that--and it's so true! Rachel Marrieta Santos, it's great to connect with like-minded, passionate educators--thanks for posting!

Sometimes, we're all our students have when it comes to encouraging them to compensate and achieve. They need us to be strong advocates. And many times, the families of these children need us too.

I once taught at the pre-k level. It's so rewarding to be a part of building that foundation for all skills and future learning.

On the flip side of reality:

Sometimes being a strong advocate is knowing when we have done all we humanly can...but having to stop...even if we feel we can do more.

***

Has anyone had experiences like that...where you feel there is more you can do, but the reality, in one form or another, tells you that you must stop your advocacy efforts?

[Rachel Marrieta Santos]

Your post is very inspiring, full of fighting spirit which I sincerely believe in. I am a believer of President Obama's statement which he addressed to the children which is "NEVER TO GIVE UP." If you want something in life work hard for it and have a strong determination to attain your goal, and it pays off in the end because the consequence is "SUCCESS and BETTER LIFE."
We are on the same boat. I hope everyone can read your posts and realize how valuable it is in today's generation especially in special education. Too often our students are misguided that leads them to easily give up in school and in life. They need a strong advocate like you to make them a stronger person and see the beauty in life that lies ahead of them despite of their disabilities. They need help to discover the beauty they possess inside and learn that their disability is not a hindrance to have a better and successful life in the future.
Thanks you made me feel more eager to help our children who are in the path of giving up. Although I am teaching Pre-kindergarten, I know in my heart that I can still be a great advocate to those children whom I will meet somewhere along the way who needs someone to motivate, inspire and teach them never to give up their dreams or goals in life.
Thank you very much! I really enjoyed reading both, part 1 and 2.

[Elizabeth Stein]

Jennifer,
That's great. Goal setting is such an important skill that can help a student...for life! How great to direct and organize students toward attaining this effective habit of mind! You know, first hand, the value of it...and your students will pick up this vibe as you teach it to them! Good luck and thanks for sharing!

[Jennifer Libby]

What a excellent way to include your students in their learning process. They know by this age were learnig becomes difficult for them. Recongnizing, and letting them be part of thier goal writing makes the process a whole lot more meaningful to the student and the teacher. I think being held accountable for your self is an important skill that needs improvement amoungst our students. I also had a principal who asked for yearly goals that I set for myself. He went over them with me and checked in on them at the end of the year. I found this incredibly helpful in focusing my work and what I wanted to accomplish for myself as a teacher during the year.

[Elizabeth Stein]

Nanci, yes...sometimes there are those who may complain. As you know... it may be viewed as "something else to do." This may be true...it feels like more work in the beginning. But identifyng and evaluating specific goals, in the long run is very helpful and purposeful(and can lessen the feel of the workload.) We become more organized and focused in our thinking. And we are left with a sense of accomplishment.
And isn't that what we want for our students...?
I am obviously with you...in favor of the value of goal setting!

Sophia...great! Taking the time to create and review goals with your students can have such positive results!
Good luck and enjoy...

Thanks for adding your voice!

[Nanci Hennes]

All the hype was politically motivated. It is a shame that politics had to dampen such a motivating speech. But this is the political climate we are living in right now!

But getting past the hype, our President was motivating students to set goals for themselves and I do believe that this is critical for success...for students and teachers alike. My principal requires that the teachers send him their goals every year and a lot of teachers complain that it is stupid, but I really believe it is very important that every year we focus on exactly what we want to accomplish. It is really a good thing for anyone to do in life and by getting our students to focus on goals, we are helping them to develop great skills that they will use the rest of their lives.

[Sophia]

I think your post goes right along with President Obama's speech. I enjoyed reading your perspective. Thanks for the idea of reviewing goals with students...it's a great way to make the work meaningful--and have the students learn the importance of responsibility.