In this strategy, a teacher sits down with a group of students and completes the same assignment that the students are completing. This strategy ensures that the students see the teacher as a partner in their learning who is willing to invest the time and energy to complete the same task as the students. Teachers may also use this opportunity to glean more about their students culturally to further enhance current and subsequent instruction. While helping to build a sense of community and collaboration, this strategy can also have an added benefit of modeling strong classwork practices -- through modeling, teachers can demonstrate for students how to engage in class tasks independently and in groups.
There is a common misconception that students should have a somewhat clear idea of what their career or post-secondary path should be. In truth, many students have only been exposed to a limited number of post-secondary options based on what their immediate family members have done.
One way to expand the options students are aware of is to expose them to multiple and somewhat non-traditional career choices. These are typically careers that are self-built/entrepreneurial, not well-known, and don't always require a degree or certification. In this strategy, a teacher gathers a panel of entrepreneurs and networking resources for students to explore and experience.
Residential, socio-economic status and other variances may get in the way of students experiencing life and culture outside of their communities. In order to provide students with the opportunity to experience other schools in their surrounding communities and neighboring counties, teachers and staff can partner with colleagues in other districts to swap and tour schools for the day.
In this strategy, a teacher sets aside time outside of class to eat a meal with his or her students. The teacher may choose to eat a meal with his or her students before the school day begins or during lunch hours, and then develop with the students a schedule for weekly meals for the semester or the year in order to provide consistency. By reserving time to eat a meal while engaging in discussion with students, teachers can both build stronger relationships with students and provide consistency for students.
This strategy helps build student confidence and gives them the opportunity to invest in the classroom community. By including students in the building of the classroom climate, they are more likely to invest in their learning in other ways.
This strategy allows students an open forum to understand that poetry is all around them and that their interpretation of that poetry is a doorway to their interpretations of the world. The teacher shares example of poems of different types, and then students identify their own examples of poetic art, performances, songs, pieces of nature, visions or experiences and share them with their peers.
This strategy gives students the power of choice in how they are assessed. Not all students learn the same way and not all students are great traditional test takers. Once students find value in what they are doing, they are more likely to excel in what they are producing because they have chosen it. Using this strategy, you will facilitate an "assessment happy hour" in which students choose from a "menu" of assessment types to demonstrate what they have learned.