Kids Do Well if they Can! WE can do well too!
I would like you to view this video. It will only take about 4 minutes. It is powerful professional development and the foundation of our work. If we are to guide our students on a path of maturity and productivity we have to be the change we want to see in them.
Kids do well if they can is a difficult concept to operationalize.
What challenges to you face to bring this concept into your paradigm? Why is understanding the rationale critical when working with our students?
We need to learn about our students to know how to assist them on a daily basis.
ReplyDeleteI have been thinking every single day about how these 6th graders WANT to do well. They are constantly seeking approval - silently and vocally. They respond well to deserved praise and also respond well to appropriate, calm redirection that is accompanied by problem solving and motivation.
ReplyDeleteIt's easy to spot a kid who is just waiting for their time to mess up - and it's really important to not allow those kids the opportunity to do so.
Our students simply need to know that we do believe in them! When teachers use authentic learning experiences and create authentic relationships, then academic and behavior barriers can begin to dissolve. One day, or even two weeks of school may not be long enough for students to change their viewpoint, but if staff at Wilson continue to hold hands tighter, then the students will understand the lens we are looking through and reach the goals we seek to achieve!
ReplyDeleteWe worked this week on what was getting in their way of getting the math assignments completed. Students finally realized that it wasn't that they didn't understand the math but didn't understand what they were suppose to do. So we brainstormed why they didn't under stand what they were to do: talking instead of listening and asking questions, not writing the assignment down, forgetting to get organized at the end of the day. Now when they say I don't understand math I say what about graphs do you not understand.
ReplyDeleteStudent's behavior is influenced strongly by the people and the environment around them. Helping kids with social, emotional, and behavioral challenges can be frustrating for anyone involved. However, because kids have not been taught some skills to adapt in the classroom and every day life that we would normally take for granted or think they would acquire in their home life, there is the hope that they can be taught and trained by a unified system and collaborative strength in numbers and consistency from a discipline system at school. If the expectations are set that the students are to succeed then they too will start to believe it. Statistics show that kids thrive from discipline and positive reinforcement. It is not always easy with the environmental barriers and the external factors that some kids have to deal with. But, it is very possible by getting to know the kids and cultivating relationships with them.
ReplyDeleteI agree with some of the things Ross Greene was saying, but like we mentioned in our PLC, some students need to be taught social skills. We have many students who are not taught social skills at home which means that we as teachers need to take that moment and teach them or the whole class social skills.
ReplyDeleteKids need to be taught and reminded how to behave and act socially. After a long period of time of not having any expectations (like summer)that is something that needs to be practiced. We just need to be consistent and have the same expectations.
ReplyDeleteI agree Mandy and Kari... appropriate social behaviors (social skills) must be taught directly and consistently. Think "instructionally" when approaching the concepts we are referencing here and it will help you understand the gist of what we are saying. In other words, use an "instructional analogy" like a child with a reading disability. When viewed through that lense, we begin to understand the idea of "lagging skills." All kids "wanna" to read, but not all "can"... they need instruction due to lagging skills... like these kids need teachers to help them to learn to read, the students with lagging skills in behavior need us also.
ReplyDeleteThe challenge that I face adopting this concept is that I often allow myself to get caught up in the moment and will sometimes take the student's behavior either personally or feel as though they are intentionally acting inappropriately. After hearing more about this belief, I find myself agreeing with it. I have already had a few conversations with students who were being inappropriate about what they should do in a given situation. Most didn't know, which is why they chose to act out.
ReplyDeleteIt seems to me that the students who act out the most need frequent instruction on how to behave properly. What some of us take for granted in that our "own" children probably know who to behave appropriately in public settings because we have taught them, and they know we value their positive behavior in school. For some of our students who have struggled for a long time, it might be that they haven't been taught (one on one) what is appropriate by those adults around them. Unfortunately, we have to sometimes teach middle schoolers social interactions as though they are 1st graders. If we go slow to go fast, these students could be extremely successful adults in society....and we would have played a huge role in that.
ReplyDeleteSuch Deep reflection! I'm energized reading your insight. I can see why bloggers say, "the power of the learning is in the comment!" I love the Rochelle's straight forwardness in saying "I often allow myself to get caught up in the moment and will sometimes take the student's behavior either personally or feel as though they are intentionally acting inappropriately." She goes on to say that after a few conversations she noticed that most of the children didn't know how they were being perceived. Amazing learning; terrific reflection. It's incredibly hard not to take it personally when students are being blatently disrespectful or cursing. It's at that time our resolve is tested. We are stronger! We can do it!
ReplyDeleteI think the most challenging part of "kids do well if they can" is holding yourself accountable. It is so easy to label someone "bad" and give yourself the excuse that they don't want to behave. It is hard work to really get to know each student and help them overcome whatever obstacle is holding them back. I wonder if looping (following students from 6 to 7 to 8) would help us build the deep and sustained relationships necessary to help these students.
ReplyDeleteI've really had to work hard to wonder and ask the "What's up with that?" question a lot in my classroom. I try to understand why the student is behaving a certain way before I dismiss their misbehavior as a sign of them not wanting to or being incapable. It's been difficult to retrain my brain, but it has been helpful in forging the relationships with students who tend to draw attention for undesirable actions, and help them to become role models in the classroom.
ReplyDeleteThe ideas presented in this video provide an opportunity for me to rethink ideas that I have had about classroom management since I started teaching.
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ReplyDeleteThe critical point to reflect on is this...would we punish students for not being able to read or understand a math problem? I would guess not, that is when we roll up our sleeves and reteach. As hard as it is, we must remember to roll up our sleeves and reteach the expected behaviors too.
ReplyDeleteIt's a great example to compare! I find that it helps me when I'm struggling helping a students to seems to be choosing badly.
DeleteIt can be very challenging to keep this perspective in mind when dealing with a difficult student. The stop station is a great way for the student to "reflect" upon their behaviors while the teacher can step back,take a few breaths, and then deal with the student productively a few moments later. It's like a time-out for both teacher & student.
ReplyDeleteIt has been fun to challenge myself in the classroom by keeping this phrase in mind like Andrea commented. After each one-on-one conversation with a student who is struggling or needs additional reminders and reflection time, I believe the statement "All kids WANT to do well," the most. I can see the inner struggle and disappointment on their face during and after our conversation. And while the corrections might be short lived, I know they WANT to, and will slowly try to figure out how each student CAN.
ReplyDeleteGreat point, April. Things become more clear when we put our "instructional" hat on when it comes to behavior.
ReplyDeleteI love that Señora Dennis reminded me of the "What's Up With That" question... I am already thinking of student in particular that I need to take an extra minute with, and figure out the root of their struggles.
ReplyDeleteI agree with this video and realize that authentic relationships are so important in working with students, especially ones who struggle either academically or socially. If they "CAN" be successful they will. I, too, like Rochelle, sometimes take it personally or feel like they are choosing to act inappropriately, I will keep this video in mind when dealing with difficult situations with students.
ReplyDeleteThe phrase "they can if they will" speaks to me too. What is keeping the student from being able to do what is asked/needed of them? How can teachers build relationships with students to discover what is "blocking" achievement? After the discovery how can teachers provide supports while utilizing services to help students be able to succeed?
ReplyDeleteAfter rewatching this I am left thinking that all students are doing the best they can at the moment in time and the place they are in. We have to help them have the opportunity to have a better situation so they can do everything they possibly can because "they can if they will" be .
ReplyDeleteAfter trying to blog about this and it getting deleted and having conversations with others about the video, I am some what at a crossroads in my thoughts. I had an aha moment when I got mad at my grad school assignment because I just did not understand what I was supposed to do or even reading about. So I slammed my book down, said this is dumb, and directed my attention else where. Our students do the same-though sometimes much more dramatic. But it still doesn't make the behavior okay. Helping students know they can do it and how to deal with the situation is difficult, but we can do it.
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