School Success for At-Risk Students by Therese M. Cumming download in iPad, ePub, pdf
Because the entire Centennial staff has been trained in the Discovery structure, new students make an easier transition to the regular program. Still other students volunteer for the monthly Parent Advisory Board, which works to improve the overall building program. Thus, we establish a supportive community for students in their first six weeks. For instance, a class period might be devoted to intervention.
We've worked out a new way to talk to each other. The empowerment of students to solve their own conflicts has had phenomenal results. Such information empowers each person to know what is needed to succeed. Students stop to tell me that they can see their name on it.
These expectations have become the social contract between staff and students. Anderson has also dedicated funding to restart arts programs such as the orchestra and drama departments.
For me, the paperwork seemed much easier to tackle that afternoon. Her body language told me that she was barely in control.
They use drugs and alcohol to gain attention or to dull the pain of disenfranchisement. In addition, each week students attend minute classes, Monday through Thursday. In general, they are systems toxic. In higher grades, the district launched career-themed academies to steer students toward their future profession. Later, in cooperative groups, they role-play new skills in front of their peers and receive appropriate feedback.
Each day students and staff engage in a grounding activity. Old, ineffective patterns of behavior have given way to more positive, appropriate ones. Peer mediators tell me they have resolved incidents, all without any negative repercussions.
The class offers students physical education, social studies, English, career, and elective credits that apply to graduation requirements. You may share any concerns you have with the class if you choose to do so. For the most part, their personal tool bag of social skills contains only a large hammer used for angry responses.
Students appreciate having control over their own destiny. Without anger or disappointment, I invite students to develop a plan to align behaviors with these earlier promises. Their promise is spelled out in simple behavioral expectations.
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