Dear Ms. Wormwood,
I am writing in the interest of a mutual friend of ours, Calvin. From what I understand, he has been struggling to find a way to follow through with instruction, often not enjoying being told what to do. It would seem that there is a large disconnect between what he enjoys and what is being taught in the classroom for Calvin. I understand this can be frustrating and hope that I will be able to provide some insights to how to best move forward for both you and Calvin.
Curriculum: Jesus Martinez-Garcia
The subject matter should be meaningful, interesting, and connected to Calvin’s personal experiences and interests. Lessons should begin with something that catches his attention, such as a puzzle, hands-on activity, or challenging problem, and then connect that activity to the main lesson. The curriculum should cover important concepts while leaving room for students to explore topics independently. Content should be taught at an appropriate pace, starting with simpler concepts and gradually becoming more challenging so Calvin can build confidence, stay engaged, and feel capable of succeeding.
Instruction: Tony Frazee
I have a few suggestions that will hopefully help Calvin buckle down, and have a better time listening to instruction. A big thing that will help Calvin be more interested in instruction is if he is allowed to explore it in his own way, such as - if there’s a lesson about dinosaurs or similar, he could re-enact being one, just so that he is doing something while learning, so that it both sticks better in his head, and he isn’t bored. Another thing that could be beneficial is having Calvin research on his own what he wants to know about the subjects being taught, so that it feels like he is learning on his own while in actuality being taught the information that is relevant - if he is of course guided; similarly you can set down specific things in those subjects to research on his own, so it again feels like he is discovering what is being taught instead of having to sit in class and listen to a lecture he has no interest in being in. Two final things that can help - have him use his own personal skills and charms on assignments and projects so that he does not get bored of them, and also let him know that if he does not do well on those same assignments/projects, he is not incapable of learning them. Using these ideas should help Calvin be more interested in learning with instruction while still being able to express himself.
Assessment: Grace Morrow
When shaping assessments for Calvin and the rest of the class, it is important to ensure that the class is centered on a mastery-based grading system. Allowing revisions, focusing on the process, and providing multiple modes of assessment are key to student success. The main focus of assessments, regardless of whether they are formal or informal or what format they are performed in, is to assess the student’s learning process. The assessment should not focus on what the student was able to get right or wrong, but what the student learned throughout the unit. Some form of assessment should be centered on student engagement or participation rather than flat out performance, how is the student approaching and interacting with the material rather than how they are testing on it. These things should help to personalize assessments within the classroom, as well as ensure that students are still engaging in the material.
The focus of assessments should be on gauging the student’s learning process. And so, teachers should make sure that class scores are not compared or judged against one another. This form of competition can boost some students, but also has a negative effect on many. Competition is one way that test or achievement scores are tied to self-worth and can foster negative associations with students who may not be performing well. Beneficial feedback would be more personalized and focused on the process or procedure rather than the final answer.
Classroom Management: Alicia
Calvin’s behavior seems to be an issue in the classroom. He’s got a strong personality that may be disruptive to the class. One way to improve this behavior is having a one-on-one with Calvin. This will allow you to address his current behavior issues privately, rather than in front of the class, and allow you to set expectations with Calvin for the future.
Another consideration is having a goal sheet presented to him. Set high expectations and encourage him that he can meet these expectations. These goals should be personalized and meaningful to him every day. Although the goal sheet is a motivating tool, it still allows Calvin to make mistakes. He should understand the expectations of his goal sheet and the classroom rules, but his mistakes will cause consequences. Let him learn from that.
In these one-on-one meetings with Calvin, don’t label him as a “bad student,” be encouraging and positive towards him while also redirecting his behavior. Also get to know Calvin. What you learn about Calvin and his interests can be applied to classroom curriculum. You want him to stay engaged, so always add some personal interests into a lesson. Create a community space in the classroom where students can share similar interests. He will eventually trust you and be more invested in an activity when it relates to his interests.
Keep up with the one-on-ones. Ensure that these goals are being met every week. Also check in with his parents to see if there is something else outside of class that could be affecting his behavior.
One-on-one Interaction: Avery
While we know it’s hard to remain positive when trying to manage students like Calvin who feel an academic disconnect, your interactions with Calvin must come off as positive. As we mentioned previously, understanding interests is important. In this additional case, connect Calvin’s interests to your talks with Calvin. Incorporate them into encouragement and setting goals. Speaking of which, setting goals provides Calvin with a clear guideline of expectations on what to do so he doesn't feel lost. When setting goals with Calvin, work with him personally. Find time to work with him one-on-one to develop goals that he can find meaning in. These goals should not be classroom-wide and displayed on a chart. When you come to give Calvin assessments, whether that be through tests or checking in on his goals, make sure you give only positive, constructive feedback. Some examples might include:
“Let’s look at which strategies worked and what you can change for the next assignment.”
“I know you can do this. Choose a strategy that you think will help you be successful, and if it doesn’t work, we’ll figure out another one.”
“I know you’re capable of making a better choice. What can you do differently next time?”
It is crucial that you also give time for Calvin to respond with his thoughts and opinions. Make sure you don't immediately brush them off and disregard anything Calvin has to say. This will open Calvin up to being more willing to try, help him stay more determined to try new things, and build a more positive mindset that will make him more receptive to listening. We wish you luck in aiding Calvin’s learning potential with the strategies we provided to you.
We hope that this letter provides some helpful insights and approaches that can be utilized to help you improve classroom interactions with Calvin. While he is a student that seems to struggle with mainstream instruction, there are supports and pathways that could increase his classroom success. We think that it is also important to note that while these methods can be beneficial to all students, not only Calvin, and we believe that your implementation of them will improve your classroom dynamics as a whole.
Good luck,
Group Six:
Jesus, Tony, Grace, Alicia, and Avery