Teaching with Poverty in Mind
The recommendations Eric Jensen has spelled out for schools
and communities to address children’s physical, social and emotional well-being
are definitely positive actions that our Rugby community and school can
accomplish. Of course, this is not going to happen overnight but I believe we
are on the right track and have the ability to achieve our goals. We
have already executed many of the suggestions and have formed a committee of caring
and responsible stakeholders who will want to make this happen.
In reflecting on the first factor of “support of the whole
child” I feel that we do fall short due to being in a rural community with
minimal psychologist and counseling resources. This is difficult when there may
be just one school counselor, for example, who has multiple responsibilities
and who, by law, is required to refer students who need extensive counseling to outside
resources. We do however, provide children
access to before and after school tutoring, and our RTI process has been an amazing
process that has ‘caught’ a lot of students who might otherwise fail classes.
The caring and willingness of staff at RHS to attempt new teaching techniques
and to develop professionally is truly impressive. Without their enthusiasm and
willing hearts, there would be many students who would be ‘falling through the
cracks’. I appreciate that our district
has now started a PTA and that we are offering a few FACS classes that teach
important topics and skills to students, but at this time we do not offer parenting
skills, nutrition, and “how to help my child study” classes (for example) for
parents, which I feel would be beneficial.
In reflecting on the second factor of “hard data”, I feel
that we as a district do collect plenty of data but that due to time
constraints and our failure or inadequacy of interpreting that data, we fall
short in this area. I am excited to be a
part of the Strategic Planning Committee and that interpreting data training
has been suggested. It is extremely impressive what the Student Longitudinal
Data System (SLDS) data collection system can report. Once all staff is trained
in using data, I am optimistic that they too will see the benefits of using it
to improve student engagement, individual student learning and instructional
strategies.
The factor of “accountability” makes an individual really think.
I like that staff opinion has been valued and that there are various committees
that involve many staff. This is much more efficient and creates more personal
buy in from all staff than having the changes come from the top down. The morale
is much better and the responsibility is not on any one person; it’s a group
effort and instead of placing the blame on others or on parents, we realize we
can reach students with a conscientious and collaborate effort and can celebrate
the successes together. I believe that
we are truly on the way to making even more positive changes in our district because
I can see that we already have.
“Relationship building” is a vitally important factor as
well. While classroom teaching for nine
years in another district north of here, I experienced that having a positive
relationship with the students and their parents was insurmountable in
achieving trust and compliance from students and their parents. It was astounding
to me how much the students appreciated my high expectations of their behavior
and their academics and how many parents requested me to be their child’s
teacher. I am ecstatic that the
mentor/mentee groups have been formed here at RHS and that we are attempting to
build better relationships with students.
Having a positive relationship with a stable, honest, and caring
professional in a place where students are required to be for 28% of a student’s
awake time will most definitely be a positive action that we can take as a
district.
I appreciate the next factor/recommendation of “enrichment
mindset” as well because it’s always important to provide all students with
access to programs and organizations that they can excel at. Rugby High School is the perfect size school
that is small enough where students know each of their classmates and probably
everyone in the building. And it’s large enough where we offer many classes
that help students prepare for college and also classes they can take that give
them college credit. The number of
career and technical education classes we offer is increasing and these classes
give students opportunities and career ready skills that improve their chances
to be successful in the world of work.
The extra-curricular activities RHS offers such as sports, drama,
speech, FFA, FBLA, NHS, Fine Arts Club, Sources of Strength, and much more give
students even more opportunities to excel, collaborate with others and to practice
working with others.
Our next steps should be to continue improving our school
using the stakeholder survey results and having the professional development match
the individual needs of staff. I look
forward to seeing what the Strategic Planning Committee recommends and then
being a part of the positive changes that will occur.
