First of all, let me say that I don't like the term "at risk", but that is a different post. In education, the term at-risk is prevalent and the criteria ( poverty, family role confusion, transient attendance, etc...) does fit the group of students I teach as a whole. So, how do we promote acheivement in a group that has been shown to undersucceed? I won't restate the dogma of "high expectations", "high rigor", discipline. What I want to state, that may be understated if it is not novel, is the state of mind of the educator. What often gets missed in the discussion of high expectations and discipline is that those things can take on a hostile or (at least) punitive tone. This fits in with a state of mind that can play out as "These kids need some discipline" or "No one must have expected much from these kids before me!" Of course these statements are ridiculous, if only because EVERY kid needs discipline and OF COURSE, there have been high expectations on our students since they entered their schooling careers.
Now, I don't want to over simplify the problem with what I am going to say next. Of course student acheivement and student success is complicated and involves many things out of the control of teachers and administrators. This part is not in debate. However, teachers and administrators should not underestimate the power that they can have, for good or bad, in the success of a child. If a school is to be successful, it is in the hands (Or, I should say, the attitudes) of the teachers. The missing part of high expectations is that the teacher should actually believe as well as expect that the student can do the work. This belief is readily apparaent either way to the students. Unfortunately, the pervading belief is that "Our kids can't do this type of work".
My challenge to teachers is to reassess their reason for teaching. Do you do it because you enjoy it and enjoy the challenge? Or do you do it because you need the money or benefits? If you are in teaching, you should do it with the core belief that each child will rise to your challenge - not that they would never be able to understand what you are asking of them!
Once you believe, this permeates your teaching - your approach, your relationships, your lessons will be at a higher level...student acheivement will be not far behind.
