Bob is having many problems. His misbehavior from a lack of connection to the material. He is a white student with a great personality – but he tends to play the “class clown.” His misbehavior is sometimes so disruptive, he has to be sent out of the room. I personally feel bad when this happens, because I know why he feels a need to misbehave. I have tried to establish a relationship with Bob and I think he trusts me. We have talked about school. He says he likes most of his classes and teachers. He feels he is learning. However, I know that he is doing very poorly in his classes. Special education services are being investigated, but may not help. I am afraid he will be tracked away from the general classroom and into a social situation that he won’t like. Bob is exactly the type of young student who has plenty of “social smarts” but needs to have the academic content connected and made relevant, and needs to be trained in academic skills. Yes, he reads at a low level, but his intrapersonal, political-social and speaking skills are advanced. His coursework should actually be deepened and enriched! He not only has learning difficulties which may rise to the level of disabilities, but is also gifted/talented. His educational needs have not, at all, been met. I believe Bob, Jack and another focus student, Janet, are technically Twice-Exceptional learners. They have both, special challenges and special talents. Within the rigid system, their gifts have gone unnoticed and unaddressed due to behavioral issues, low standardized test scoring and other student data. I subsequently spent time speaking with Bob -- who is not turning in his homework. I think I was able to get through to him a little. While I don’t know the particulars, I sense he is having some problems at home. I know that he likes and respects me, so I used that to my advantage. I told him that when I was in middle school I had similar problems to the ones he’s having. We spoke for about ten minutes. He promised he would try to do better. That’s all I can ask! I made sure to
female. Almost all report they generally “like school.” Many say they feel “respected.” Most do not feel that – if they have problems, there is an adult school staff member or teacher they can go to for help. Less than half feel their school is “culturally inclusive. Less than a quarter say they feel “personally supported” at school. Only seven of the twelve report they are passing all classes with at least a “D” grade. Framework In Professional Learning to Promote Motivation and Academic Performance, Ginsberg and Wlodkowski provide a motivational framework that instructors can use as a guideline for selecting culturally responsive motivational strategies and learning activities. The following is based on key items from that framework as applied to this report’s sampling of urban learners. Culturally Responsive Framework for Supporting the Range of Needs, Interests, and Orientations of Urban Learners Core Theme Strategy Question Core Applications 1. Establishing Inclusion How do we create or affirm a learning atmosphere in which we feel respected by and connected to one another? Make explicit the classroom norms so that if they are different from what students are used to at home or in their communities they are able to negotiate alternative ways of being. 2. Developing Attitude How do we create or affirm a favorable disposition toward learning through personal relevance and learner volition? Develop creative and effective ways to learn about student’s lives and interests.