WeAreTeachers Blog

[#1]

When you work with at-risk students, your role as a teacher goes beyond simply teaching.  You become a mentor, a disciplinarian, a coach, a helper and a parent all at once—and while it's hard work, it's nice to know that your work can and will pay off.

To illustrate the difficulties and the rewards of teaching at-risk students, we sat down with Manuel Fernandez, a high school science teacher who works at one of the toughest high schools in Texas.  More than 95% of his students come from a low SES background, most are LEP and some are homeless.  Here are his insights into teaching at-risk students—insights that will help you as you work with your students that need a little extra boost. 

1.    How is teaching at-risk students different from teaching other students? 

Honestly, kids are kids.  As a whole, as far as personality, behavior, insight and critical thinking skills and the ability to learn, I don't see a huge difference.  Sure, there are difficult kids at my school, but most are ambitious, smart, caring and insightful--and they want to learn.  The difference is that when you're teaching at-risk kids, you have to think beyond the classroom.  A typical student's main concern may be finishing their math project or who is going to win the football game on Friday, but with at-risk students, some of them wonder where they're going to sleep that night.  So, when I'm dealing with at-risk kids, I realize that school may not be their top priority and when I put their problems into context, I can see why. 

2.    How can you make a difference to an at-risk student?

At-risk kids are sorely lacking mentorship in their lives.  As their teacher, I make it my goal to ask questions so I can really understand what's going on in my student's lives. I want them to know they can come to me if they need help with their schoolwork, but also if they need help with something else in their life.

3.    How do you motivate at-risk students?

It's easy for at-risk kids to spiral downward—losing hope in themselves and their future.  School is hard for them—and often they give up and don't think about the impact that will make on their future.  So, I work really hard at showing my kids their strengths and helping to see how they can capitalize on those strengths.  I tell them—over and over—that they can succeed in life.

4.    How is classroom management different when you're working with at-risk students?

Like I said before, kids are kids.  Classroom management with at-risk students or any students takes tenacity and hard work.  I truly believe that if we as teachers plan great, engaging lessons and work hard to differentiate instruction so that every student can be met at their level, classroom management will take care of itself.  That said, when you're working with at-risk students, you have to remember that they often don't have the parental involvement that a typical student would have, so I have to be the teacher and the parent, reminding them not only of how their behavior is affecting their schooling, but also coaching them on how to make better choices and modeling correct behavior.

Question for you:  Do you teach any at-risk students? 

[#2]

Hi, I agree with you about showing the students their strengths and helping them use their strengths to succeed in life. I recently began differentiating instruction for my students tobetter meet every student at their correct level of ability as a learner.

Christine Muller

[#3]

On the Importance of the Arts for At-Risk Students:

Many times the importance of academics takes over the the discussion of at-risk students. In high achieving schools, parents want their children to achieve in all areas, not just reading, writing and 'rithmatic. They pressure teachers to include art projects and musical productions. Students in these schools often have music lessons, dance lessons, gymnastics, martial arts, woodworking and ceramics classes after school. Their parents pay for all these "extras." At- risk students in school have more time spent on academics and a whole lot less time on the arts (considered to be academic frill ) They usually come home after school and watch TV. Maybe they do some homework, if the electricity is on or if they don't have to take care of younger siblings.

Over my 30 year career, I have taught music in 12 inner city schools and 4 high achieving elementary schools. Very few of my inner city students go on to careers as college professors, but lots of them are very interested in careers in music and dance. However, in most inner city schools, there is little opportunity for training in music or dance. A few of them are really lucky to be in high quality after school programs. They are the ones who go on to win spots on " So you think you can dance" and other reality shows. If you look closely at those winners, you will find that almost all of them had some early training.

So, how does this affect us as teachers? If you have any at-risk students in your class, think about how to include some music, some art and some dance. You can do a reading lesson with words to a song. You can make picture books and write your own text. You can incorporate some dance into PE. While you are doing a little music or art or dance, try to notice that some of your "not-so-quick" readers may be really talented singers, or visual artists, or dancers. Then communicate this information to a parent, grandma, or aunt. Perhaps they can get some training singing in church choir, drawing or painting at home, or dancing in a local studio. Just identifying this kind of talent and interest at a young age may make all the difference in their life trajectory. Just maybe you have given the next rapper, jazz musician or hip-hop dancer an inspiration to work hard at becoming who they will be.