Students' Needs
Affirmation:
How to help students feel accepted: show a student that his uniqueness is his gift. Each person is valuable and can contribute something in a way that no one else can. This is how he adds value to the classroom. Variety brings interest and makes life colorful.
A student needs to know she is "okay" and safe just as she is. To reach and stretch is the way we grow. However, for a person who sets their goals too high, growth is impeded. Same goes for those who set their goals too low.
A student knows he is listened to in the same way a teacher knows a student is listening: the teacher has good eye contact with the student. She may nod when she agrees with what he is saying. She may paraphrase what the student says and ask if she is understanding his meaning.
The teacher will know how the student is doing by taking small moments to ask...to create conversation. She will greet each student as each enters the classroom at the beginning of the day. She may even have morning meetings in which students may put their "issues" in a basket at the beginning of the school day; then the teacher will offer to get rid of those issues for the students, or the student may take them back at the end of the day.
The student's interests and perspectives are acknowledged and acted upon as the teacher incorporates students' interests into the curriculum. For example, writing assignments may center around students' hobbies or talents or extra-curricular activities. Since all people have different experiences in life, students' perspectives are taken seriously and validated when offered.
Contribution:
The way a student will know he makes a difference in the classroom is that his ideas are taken seriously.
Students will know that their uniquenesses are their strengths, as they are able to offer ways of looking at things based on their own experiences and thoughts.
The way students can each help the class as a whole succeed is that they feel safe enough to offer their unique contributions.
One example of mutual work and common goals that can help students feel connected to others in the classroom is to create class "books." Once each student writes their own entry about a (common) theme, the writings are bound (by the teacher) and made into classroom books, for all to read.
Power:
What is the student learning that is useful to him "now"? Once he discovers the joy of reading, having learned to read is useful to him. When her mom says she'll be back in an hour, learning to tell time becomes useful to the student. When a student wants to make money by creating a summer lemonade stand, learning the value of coins as well as how to add and subtract becomes useful.
The way students will understand how the classroom operates is by the teacher being very explicit in her instructions and in finding many ways to help students know what is expected: the teacher demonstrates how something is done, then guides the students in doing it, then allows the students to practice (and finally be evaluated) on their own. Instructions are given orally as well as being written in a known place.
The teacher is also clear on what quality work is and that quality work is expected of her students. She shows her students examples of what quality work looks like. She makes sure students are clear on how to do the work.
The teacher makes herself available as she gradually pulls herself out from underneath the student (scaffolding the student's efforts). Once a child knows he can do a task on his own, this boosts confidence to try new tasks.
Purpose:
Routines help the student understand what is done at school. Also, again, oral and written helps are available as well as pictorial and hands-on learning.
A student will see the significance of being in school when she sees how it helps her in her own life (as shown in the examples above).
The work students do at school will be remembered when it is relevant to students' perception of "real life." For example, if a student wants to type an email to a sibling overseas, suddenly what she is learning in her keyboarding class becomes invaluable.
When teachers find ways to assign their students work that makes a difference in the world, students move outside of themselves. This is a huge part of the maturing process. When a child knows that a letter to a serviceman or -woman may help that person feel cared about, the student feels a deep sense of purpose. Purpose gives life meaning and fulfillment.
This meaning and fulfillment then, in turn, absorbs students' interest. Once a project becomes meaningful, students (or, for that matter, any of us) want to see the job through to its finish. We find it difficult to quit working on a project that we find engaging.
Challenge:
The way teachers can design the school day to compliment students' abilities is to first know what students have special interests and abilities in then to find ways to incorporate those interests into their work. For example, for students who see themselves as becoming an actor or an actress, give them the choice to role play, say, a book report (for example). Or, for students who love to draw, give them opportunities to express what they know through their art work.
Not only that, but give students the opportunity to develop their abilities even further by helping them set goals just beyond what they are already able to do. Another way to stretch students is to find ways of pulling students "into" topics that would otherwise not capture their interest. Guest speakers who are passionate, say, about their heritage can make learning about another culture (in Social Studies) come to life!
For students to be accountable for their own growth, teacher scaffolding must be gradually relinquished until students find they can do a new task or understand a new concept without additional help.
As I think about these different needs students have, I think of all the things I have learned in school. Sometimes it feels like I still have "forever" to go when it comes to learning all the things I'd like to. On the other hand, as I look back on my education, I see that I was able to accomplish (time after time) things that I once thought were beyond my reach. Students who see this (like looking back after climbing to the top of a mountain) are propelled into their own future successes in lifelong learning!
