Supporting Students

As we get acquainted with new students and families, it’s worth pausing to think about our preconceived ideas of students. A colleague once told me that she could always tell at the beginning of the school year how students would perform throughout the year. She tested her theory by penciling in her thoughts for final grades on day one. Not surprisingly, and unfortunately, her predictions often proved accurate. She might have felt that she was experienced and had seen everything possible, but I wonder if there were students who might have proved her wrong, if they were given the chance.

There are many factors that influence how we view students. And even though we may want to, it’s quite difficult to look at a student with completely unbiased eyes. The way the child responds, or doesn’t, during the first week of class, their first test scores or even the ethnic or socioeconomic background of a child may influence a teacher at a subconscious level. Moreover, if we have taught a sibling of a child, or have heard reports about a child from a previous teacher, this may also provide us with preconceived ideas and impacts the way we think about a student.

Keep in mind, children, as all people, tend to behave the way that they are expected to do so. In so many situations, a new teaching strategy can turn a disinterested child into a highly motivated student. Remember, our students need us to believe in every single one of them.

What are ways that you can communicate this type of support to students at the beginning of the school year?