Look
Ask
Understand
Review
Assess
When I began teaching, like many others in education I utilized acronyms as a means of shared understanding. I used a variety of LAURA with my remediation kids as a way to help them find meaning in reading. Now it is about finding meaning in our teaching. If you are frustrated as a parent or as a teacher because your students are simply not turning in work then maybe it is time to use LAURA.
Recently I had lunch with an HS student and other adult family members. Our conversation slowly morphed into why this student and many other students simply do not turn in their work. They are capable of doing the assignments, but they don't complete the tasks that are assigned to them. This particular student said, "the reasons we don't is different for each one of us! The reason I don't sometimes is because I am overwhelmed! I don't have time to do everything I am supposed to do and be a kid too!" In many cases, the reason our kids are not doing as we think they should is because they feel overwhelmed, invisible, and in short that it doesn't really matter.
What was said resonated with me? I think far too often we overlook that our kids are juggling so many tasks that they are assessing which ball they can let drop that week and suffer the least level of failure. They are their own project managers and we as educators need to help them both manage their time, look at the expectations that they face, and understand that maybe it is too much.
Vacant Teacher
This brought up another dynamic in the rationale over lack of completion; "Mr. SoandSo assigns our packets at the beginning of the week. We have all week to complete the packet. It is boring!" I asked, "so, he assigns you these packets and you are expected to follow the lessons online, fill in the answers, do vocabulary, etc., and then you turn it in to be graded at the close of the week?" The answer was "yes." I think inquired, "does he lecture you, go over the work, share the instructional material with you?" This student shared that he spends maybe 10 to 15 minutes on what the week's topics are about and then he sits down at his desk and does whatever teachers do.
What I took away from that was, this particular teacher has come to rely too much on the simplicity that comes with 1 to 1 computer and the expectation of school districts that all of his lessons are available thru blackboard or other learning delivery systems. My frustration with the high level of copying and paper waste came rushing forward! If it is digitally delivered then it should be digitally delivered. I will blog about excess copying in a future blog. In the meantime it seems as though in exchange for online content/lessons the teacher becomes a passive observer. Passivity brings about complacency. True engagement in learning or teaching is not taking place. Unfortunately, far too many educators took the criticism over teacher lead instruction, ie., "lecturing" too far. They threw the baby out with the bathwater. Students will do more when they see their teachers doing more, and engaged with them on a mentor/leader approach.
Invisible Students
When students are in middle school they often want to go unseen. They are not sure of their development or where they fit in the bigger picture and although they peer at themselves as often as possible in mirrors, selfies, window reflections, the truth is they don't want anyone else to see them. Then, comes along high school and they want to fit in, be normalized and they begin to discover who they are in the bigger picture. If a student goes through the day and rarely hears their name called, or rarely has a teacher speak to them, engage them into the classroom setting and simply passes out a packet and says "this week's assignments are on the board, and all assignments are due on Friday" this tells the student that it is all on them and they are alone in the bigger scheme of things. If they only become visible when they don't do as they are told, maybe it is a way to no longer be invisible anymore.
Overwhelmed Students
When teachers engage their students in discussion, projects, true blended learning processes it sends a message to their students, "I am working, you are working, we are in this together! I've got your back! I won't let you leave empty-handed!" That is a huge step towards the Social Emotional Learning process on the secondary level. Additionally, teachers do need to recognize the workload that our kids have before them. Many are taking care of younger siblings, going to work, engaging in sports and the arts, taking dual credits, overcoming obstacles from their formative years, and in short, being adolescent kids. There are ways to keep our kids engaged, teach them a plethora of content, prepare them for high stakes testing and meet the standards without over burdening them with busy work. "Less time, More time!"
This particular student shared that one of the teachers would assign the week's work on Monday and because she knew that many of her students wouldn't turn in the work she would set "extra credit" based on degrees of early turn in. Each day was worth a value that decreased over time, with full credit (no extra credit) if it was turned in on Friday. Personally, I do not approve of extra credit. I prefer other ways to encourage extrinsically while we move our students to intrinsic motivation. Extra credit is a false understanding of ability and in the case of this student her family's expectation that she get all the extra credit possible made her feel like no matter what she is still not doing good enough. My take away with this teacher's style was, "if the students complete all of their work early on in the week, what do they do the rest of the time?"
Conclusion
I believe that we need to evaluate ourselves as educators. It is our responsibility to always remember that we are there for the betterment of our kids as opposed to our kids are there for our careers or personal economic growth. Like our students, we are also pulled in many directions and we are overwhelmed, feel invisible, and assume it doesn't matter if I do or don't. By not applying simple strategies such as LAURA on a regular basis then we are missing out on a great opportunity to fulfill our original passion as teachers and that is to "make an impact on the future!"
Remember to rely on LAURA.
Look at your students in the eye, show them that they matter, that they are not invisible. Greet them at the door and call them by their names when you take attendance goes a long way. Also, ask them to respond when you say their name.
Ask your students how they are, what's new, did you have a good weekend, what would you like to do this week. Encourage them to search for project ideas. Now and then, let them guide your teaching. Don't be afraid to ASK!
Understand your students as people, as individuals. Everyone of them has a story and each of their needs and expectations are independent. Should a large part of your students are not doing, or achieving than be ready to look at yourself as the reason. Be bold and unafraid to challenge yourself.
Review your teaching and your student's level of engagement. Lesson plans are important, but be willing to revise your lesson plans mid-week, and explore new ways to deliver the same content. Your student's success is your success.
Assess daily! Take that time to reflect over your day. Did you see student engagement? Was there an increase in productivity and a decrease in discipline issues? Encourage your students to also follow the LAURA method. Take the time to model LAURA on both an academic and a personal level. LAURA is a wonderful gateway to Social Emotional Learning in your classroom and when all else fails, just ask Laura.
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