Welcome to 2008, the new calendar year, a new semester, and the same old three "R's"--rules, roles, and relationships.After a full semester, kids know which rules, implicit and explicit, teachers enforce and their consequences; they know their role, and they know the teacher's modus operandi, attitude, habits, expectations, and idiosyncrasies.After four and a half months, relationships are entrenched and the stage is set.

Unless teachers single handedlyand deliberately change the factors that made last semester a failure for at-risk students, this new semester will be just like the first one, except that slipping down the slippery slope to failure becomes more certain..The demoralized kids are now lame ducks and grading leverage is shot for the teacher.With the defeatist attitude of the flunkers more manifest, the second semester is destined to be much longer, more difficult, and very troublesome.

Three things are pretty certain: (1) The misbehavior from the Fall term is not going to change one whit much less do a turn around.(2) Teachers, under achievement test pressure, needing to get through the second half of the curriculum and a half-year of established student-teacher relationships, are going to struggle even more with the at-risk kids, who have already flunked and caused trouble.(3) And, now for the good part; "It's never too late!" The die has been cast, but teachers get another roll.

Everyone can have a new, hopeful, fresh start.But only the teacher can initiate a second chance.The kids can't do it.Here are some ideas, possibilities, and bold moves toward a new start reprieve for everyone:

AStart off the new semester with a new seating arrangement, fresh decorations, and other symbols of a new beginning, such as moving your desk out of the way and speaking from a different position.

B.Begin the first day with a class meeting to discuss ways to make the coming year better for everyone, for learning, for new procedures, and for making this year more enjoyable and profitable.Make sure the kids understand your concerns and intentions.They need to see and feel the change.

C.Declare an "incomplete" in lieu of the F for last semester, or a suspension of the course grade until May with the second semester grade applying retroactively to the first semester.For kids with a history of failure you have to keep options and possibilities open. For example, you might permit independent study so that the students can "go back" to specific course content if they can't keep up in the regular course study.

D.Announce a moratorium on tests and grades by designating the first few weeks of the semester a time for review, catch-up, and renewed effort.Tests will be for practice, diagnosis, and personal use only.No grades will be given or recorded.

E.Let kids suggest items for review or practice.Form small study groups for reviewing, learning and remembering.Let kids make up practice worksheets for their own use and for one another.Offer your help for individuals.Give the kids plenty of time for review; it will pay off in the long run.

F.Offer grades for special activities such as a keeping a journal, a review process, projects, exhibits, surveys, interviews, tape recorded work, pair-share and cooperative work. (Try not to worry about course content.Nothing succeeds like success—that's more important than an F in content s/he is not ready for and has already flunked.)

G.Don't beat them over the head with their weakness.If you and they know they can't read well, or write a decent sentence, or spell, or understand fractions, etc.,acknowledge the weakness and establish appropriate compensation or interim standards—for reasons of learning, not avoiding learning. Getting the kids to read newspapers and readers digests, to turn in poorly written papers, and math papers with one problem done correctly is better than notto turn in anything because of the prospect of getting an F.

H.From a position of establishing a caring relationship, working toward a better attitude toward the subject, learning and potential and (eventual) success, teachers can begin a turn-around.The objective is to get the kid responding to "anything" as a starter.

I.It is far better to start the at-risk kids heading up the road toward learning than it is to keep giving them F's because they are not where you expect them to be.

J."Whatever it takes!"If you can get five months of learning in this new semester, at any level—even last semesters' work, that would be far better than offering predestined F's and zero learning on material they won't or can't do anyway,

KThe correct reply to anyone who objects to a kid doing and getting grades on second grade place value instead of doing the algebra to which s/he has been assigned is, "S/he is doing algebra—that is a crucial part of the sequence required as s/he learns algebra.

Most of all, this new year and new semester can serve as a reminder that teachers must not lose their ability to respond to at-risk kids with empathy and compassion.This is a time for teachers to walk in the kids' moccasins, feel their pain, embarrassment and hopelessness.Teachers need to remember they alone have the power to offer needed change, a second chance, and new hope.

Following, you will find the At-Risk Student Credo.A credo is the beliefs upon which people function.Although I have spoken for the students, I think you will find that the beliefs listed are indeed true, and should be an excellent review of what teachers need to remember as they get off to a fresh, new, and better start in 2008.

With joyin sharing, billpage@bellsouth.net Comments and questions invited and answered.

At-Risk Student Credo
By Bill Page http://www.TeacherTeacher.com

Don’t try to change me—you can’t do it. I am the only one who can change me.
Show me, teach me, help me to see what you see; I can change myself.

Don’t try to coerce, to manipulate, or to control me by your professional power;
I am never powerless—I’m just forced to use my power in aberrant ways.

Don’t try to pressure or to force me into being obedient, submissive, and polite:
Teach me to choose those traits if and when I see them as appropriate.

Don’t try to be my friend. Share some of your personal thoughts and feelings;
Get to know me, my interests, and ambitions; we might become friends.

Don’t always tell, correct and lead me; sometimes you just need to stand back,
Listen, acknowledge, observe, accept, understand, and follow my lead.

Don’t spend time trying to help me unless I want the help. It won’t do any good.
Ask if I need or want help; let me show how you can help me help myself.

Don’t try to make me listen or pay attention to your lessons. You can’t make me.
The most you can do is make me act like I’m listening or paying attention.

Don’t take away my right to refuse or to say no. Don’t force me into compliance.
Saying “no” is a way I have of protecting myself; I need my right to refuse.

Don’t take away my struggle; just help me struggle for things that are worthwhile;
Like you, I’m willing to struggle for anything I feel might be worth the effort.

Please permit me to remind you, respectfully of course, that:

We are together each day. I learn what your are like, how you act, and who you are.
I learn your attitude, interests, feelings, and values—I can press your buttons!

We are a part of each other’s lives; I did not choose you, and you did not choose me.
Teaching-Learning relations need give-and-take on both parts--not just mine.

All I want, need, or expect is acceptance as a human being having worth and dignity.
I am living the only life I have, or I have ever known, or I will ever have; I am I.

Respect is earned, but I can’t earn it through intimidation, conformity, or compliance.
Allow me to be me, to learn and be responsible. Mutual respect is...uh, mutual.

I did not ask to be “at-risk.” I don’t want to be “at-risk.” And I can do nothing about it.
Educators created school programs, and educators can change them—I can’t.

Published December 27, 2007