Article: 3 Things Students Desire to Hear From Teachers

  

Article: 3 Things Students Desire to Hear From Teachers

What have you personally learned about teaching from the reading?

I have learned that making connections and developing relationships is the foundation for student learning and behavior in school. Students need to feel seen and heard. When these needs are met, they are more likely able to meet the expectations for learning and behavior.

What is the author's message that we are meant to take away from the reading?

The author affirmed the need for students to be seen and heard by others. Students need to know that someone believes in them. Students also need to know that we will help them find their purpose and achieve it. Finally students need us to take a genuine interest in them.

Will you use any ideas from the reading directly with your students?

As a non-classroom teacher, I don't have the same consistent opportunities for building relationships. The reasons students are in the library vary widely so the level of relationship building also varies. Just learning their names is a huge accomplishment. From my first days as a para, I have always tried really hard to learn each student's name and address them by name. With students that are regular visitors, I do already utilize some of the strategies talked about in this article - especially the messages in the "Question Me" section - I ask about extracurriculars, jobs, families, hobbies, etc. I try to remember to ask about those things in my future interactions. I often ask students to confirm that I am pronouncing their names correctly and if time allows, I may ask if they know why they were given that name (this has led to some great conversations!).  I also try really hard to reset after negative encounters with students. For those students, I try to notice something about their exterior appearance - shoes, hair, nail polish, shirt and make a positive comment about that. Connecting over something shows that I do see them, that I am paying attention to something other than the behavior that led to our previous interaction has been helpful in building a better relationship. 

Often I hear from students that they don't want to do something because it is too hard. My response has typically been "you can do hard things" and give them examples of the hard things they have done growing up. I did this because I believe that they can achieve what is being asked of them.  After reading, this article, I think I may reframe this with the "I believe" statement from the reading - "I believe you can be successful in this (task, assignment, etc)" or "I believe that you can do hard work" and follow up with "How can I help you to achieve success?". While I feel my original strategy was not horrible it was missing that element of "belief" and I think that is what drives all of us to persevere. 

In the library, my co-librarian and I do have an advisory group that we meet with daily during EBlock. In this group are students that are not comfortable in their original EBlock assignment and were either recommended by another teacher or guidance, or requested personally to join our EBlock because we are a smaller group. With these students, I think I have a better chance of developing the relationships and utilizing the ideas from this article. It is still early in our time with these students so as the year goes along, I will keep in mind the three key themes from this article: Believe, Purpose and Question Me. We have been focusing early on in building our EBlock community but I will also try to find private time alone with each one on a regular basis to check in and ask how they are doing, what they need, what they are feeling, what their interests and dreams are. However, it will be challenging to do this because we also have 40-60 other students entering the library at that time and I am responsible for taking attendance and attending to their needs in the library.  

What questions have arisen for you in the reading?

Consider this scenario that happened this week. Meet L.P.. His guidance counselor and English teacher have made an agreement that L.P. can come to the library instead of going to class every day. Here's how I met .LP.  - he and another student were in our quiet study space talking with their feet up on the wall. When questioned about their purpose in the library during this time - L.P. told me his guidance counselor sent him and the other student told me his teacher sent him. Neither had a pass nor had either staff member notified us of the need for these students to be in the library at that time. I told the students that I was going to follow up with each staff member. L.P.'s guidance counselor confirmed that L.P. is supposed to check in with his English teacher each day for his work and then come to the library to work. If he doesn't work, he will lose the privilege of working in the library. Friend did not tell his teacher the same story he told me so the teacher asked that I send him back to class. I relayed the information to both students.  Both leave together - L.P. telling me he is going to his counselor - he never shows up there and his friend never returns to class. Day 2 - L.P. signs in as he should, but there is s different student with him this time who does not have permission to be in the library at this time.  That student is sent back to class. L.P. hangs out in the library for a little while but then leaves before the bell or L.P. does not show up at all. L.P. is not unique in this behavior.  What can I do to establish a relationship with students like L.P. or students who are skipping class? It seems like maybe their needs are not being met, but I'm not sure how I can help to meet those. Is this something that is part of my responsibility? With all that goes on in the library, is it wrong that I sometimes just turn a blind eye because there are other students that are present that need my attention?  

How can I make the library part of a student's larger purpose?

 

What competency(ies) are addressed by the reading?

ED 505.07 Professional Education 

a.1.a. - In the area of the learner and learning; learner development as demonstrated by: An understanding of how learners develop;, recognizing that patterns of learning and development vary individually within and across personal, physical, social, and academic dimensions 

Learners need to have basic needs met before they can be ready to learn (Maslow's Hierachy of Needs). This includes social acceptance and need to be "felt". A student needs to have someone who believes in them and knows that they have that person's support in achieving learning goals. Social acceptance and recognition put the learner in a better position to learn. 

a.2.b. - In the area of the learner and learning: learning differences, as demonstrated by: Ensuring inclusive learning environments that allow each learner to reach his or her full potential

By making a student feel welcomed, supported in finding their purpose and recognized for their uniqueness, we are facilitating a safe and inclusive learning environment.