{"id":2189,"date":"2019-04-24T23:54:28","date_gmt":"2019-04-25T03:54:28","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=2189"},"modified":"2019-04-24T23:54:28","modified_gmt":"2019-04-25T03:54:28","slug":"when-home-dominates-school","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/04\/when-home-dominates-school\/","title":{"rendered":"When Home Dominates School"},"content":{"rendered":"

A student with a high ACEs score is going to have difficulty. That\u2019s a fact. How we as teachers react to that difficulty is what has the potential to build resilience in a child. What can you do when a student doesn\u2019t care? What can you do when school is the last thing on a student\u2019s mind because they\u2019re too worried about a crisis that\u2019s happening in their homelife?<\/p>\n

Before learning\u00a0can take\u00a0place, a student has a set of needs to be fulfilled. Maslow ranked two sets of needs that come before self-actualization.<\/p>\n

Basic needs
\n>Physiological needs
\n>>Food
\n>>Water
\n>Safety needs
\n>>Security
\nPsychological needs
\n>Belongingness
\n>>Relationships
\n>>Friends
\n>Esteem
\n>>Pride
\n>>Accomplishment<\/p>\n

\"\"<\/p>\n

If a student doesn\u2019t have a basis in any of these needs, they will never reach self-actualization. They won\u2019t achieve their full potential, and they won\u2019t have the ability for creativity.<\/p>\n

As teachers, we have the most impact in the second set of needs: the psychological. How we interact with our students can do wonders for their feelings of accomplishments and their ability to form relationships. A student with a high ACEs score cannot be expected to perform as well as the honors kids who have had friends and family to show support in their progress. That student can,\u00a0however, still develop both academically and socially depending on the feedback they get from their work.<\/p>\n

\"Image<\/p>\n

What feedback should be given? There is no single answer. Every student is going to have a different story, but, more importantly, every student has a different response to that story. In her book Fostering Resilient Learners, Kristin Souers emphasizes that educators should not get caught up in what a student\u2019s specific story is, but instead, \u201cthe effect of the event to each individual\u201d (Souers 16). Her example of focusing on the story is learning that a student has one parent who is out of the picture. The goal instead is to focus on building the relationship with the remaining parent.<\/p>\n

Still, the content is necessary. Souers also says, \u201cThe new challenge is to balance that push for academic success with the overwhelming need to provide [a student] with a safe, trustworthy environment with safe, trustworthy adults\u201d who care (Souers 35). Meet the students where they are, and keep pushing for further academic success.<\/p>\n

As a teacher, I believe my efforts are best utilized in conversation. I can\u2019t fix a student\u2019s problems. I know that there will always be kids with home issues beyond my control. Asking how a student\u2019s day is going and demonstrating that I care could mean the world to them. It may mean nothing. Regardless, it costs me nothing to put forth the effort. Anything I can do to fulfill the need for relationships or accomplishment is worth trying.<\/p>\n

Another concept to keep in mind is that students can fight back. Whether in regard to homework, or even as a reaction to a relationship attempt, students can lash out. Souers\u2019s concept of \u201ccement shoes,\u201d or staying grounded after these incidents, is crucial. Self care, honesty, and not letting students get in your head are key to survival as a teacher.\"Image<\/p>\n

Along these same notes, Scholastic has a list of several tips for calming down and working with more difficult students.
\nhttps:\/\/www.scholastic.com\/teachers\/articles\/teaching-content\/25-sure-fire-strategies-handling-difficult-students\/
\nAn interesting post from Cult of Pedagogy writer Jennifer Gonzalez tells her story of moving away from \u201cyelling\u201d at students. After her post, she responds to questions and comments, so what she has to say in different scenarios can be quite useful.<\/p>\n

How to Stop Yelling at Your Students<\/a><\/p><\/blockquote>\n