February Slump Cure - Reach Out!

 As the 6 week grading period approached, I knew I needed to get caught up on my grading.  So much had gotten in the way: I have multiple leadership roles, I was out for different conferences, I took some time with my family.  None of these are an excuses, but they are the reality.

I used my February break to attend New Tech Network Leadership Summit and found that it really focused me on what I need to do with the adults for Professional Development, but it also made me realize where I need to grow as a teacher.  We continued to talk about feedback and growth for Adult Learners and inside I felt the guilt. I have not been giving enough timely feedback to my students. If I want them to grow, I need to do more.

After returning from summit, I got all caught up on grading and to my horror, I found I had a lot more students with D's and F's than I have ever had before.  Was it the time of year?  Is everyone in a slump?  Do some of them not realize that they are in this position?  I meet with students regularly in class to review work, give feedback, and go over areas of growth.  I thought this was enough.  What I am now realizing is, if it isn't in a grade for them to see the impact, they aren't really hearing my feedback and taking it seriously.  It would be too easy for me to blame them for these grades.  Yes, some of them need to step up and do more and they know it, but it is also my job to help guide them through this process.

So here is my open list on what I have done and what I am currently doing to help reach out and impact these students.  From it, I have learned a lot.  EVERY STUDENT, EVERY FAMILY HAS A STORY.  I try my best to meet them where they are, but if I am asking for grace and understanding in my own struggles to complete grading on time, I need to make sure that I offer that same kindness in return.  Through my check ins and emails, I am happy to report that I now only have 3 students not passing. It is 3 more than I want and I will keep checking in with them, but it is much better than it was just a few days ago.  I know we are all busy, but grades are an opportunity for conversation, reflection, check in, and growth.

HOW TO REACH OUT

I thought I would share my actual emails if anyone has trouble with how to initiate those conversations, but I can say that the interactions have been 100% positive.  I have not had one person who is unhappy that I reached out.  If you need any templates or guides to help you in your process, please feel free to use below.

1.  Turn in assignments at the start of class instead of at home to help mitigate errors.  Check them after turning in.  (Read my blog on going digital.)

2.  For large assignments (1-2 months), have students turn in at the start of the project to prevent not turning it in later.  I have them alter their link sharing settings to "anyone with the link can comment" so that I can see the progress as they work.

3.  Message students through Canvas who forgot to turn things in.

4.  Message students who turned things in incorrectly (documents that cannot open, or possibly the wrong files)

5. Check in with students as soon as I see them in class and speak with them privately to see if they have the assignment and just forgot.  Have them turn it in.  I have found these often bring about conversations after class or during breaks.  One happened today!

I just had the best conversation with a student.

S: I know I need to talk to you, Mrs. R. 

Mrs. R: Is it about your assignments? Let's look at your grade. What's going on? 

S: I read your feedback and I realized what I am missing. I worked on my missing research articles and have them done. I understand what I did wrong with my letter to my organization, can I add more to it? 

Mrs. R: Yes!  I am so proud of you. Let's look at your research and see how it's going.  Has it helped you find a direction for your paper? 

S: Yes, I get what I am doing now. 

Mrs. R: I'm so happy to hear it. I also want to tell you that I am really proud of how you are with your team.  When I notice some of your friends getting off track, you did a really great job of staying centered and focused.  I just want your grade to match this effort, so I need you to complete your assignments fully because I never want to see you not pass this class.  You have more in you than that and I know you can do it. 

S: Yes, I know I can, too. I will update the letter today.  Thanks for telling me you see how hard I'm working. It isn't easy with friends in class sometimes, but I try really hard. 

Mrs. R: I'm really proud of you.  Let's have more of these check ins, okay? 

S: Okay

6.  Write to other teachers/coaches/support staff of the student to see if the issue is just my class.

7.  Write to Parents/Guardians

Email one: The student has been out absent and is finally back. I told him how much we missed him and he shared that now his mom has his illness and he felt bad that she got it.  I wrote her and checked in with her about both her and her son.  Her response helped me understand that parents are sometimes at a loss when it comes to navigating our digital feedback.

Email Two: This parent shared with me that her parents just passed away.  This provided much more insight when it comes to her child and how he is doing in my class. I never would have known or guessed this.  The student is jovial, upbeat, and always smiling, but clearly is dealing with this in his own way.  It wasn't until I reached out, that she wrote to share. People just need to know that we see them and care.

8.  Write to counselor and AP of student about needing a check in.

9.  If a student comes to see me, I need to stay present and make some extra time and stay.

We are all busy. I have three kids and too much outside of school going on, but I realize that if a student comes to see me, that takes courage.  Right now, I have a student sitting in my class working.  She came to see me after school, before going to play practice and we reviewed the work she is missing.  It was a quiet time after school and we could really talk. She admitted that she didn't know where to begin and somehow was stuck. I directed her to a page of useful research articles that I had gathered for students if they ever get stuck in research and need inspiration and she is now making positive progress. I just know she needed to be able to have a space that helped her get work done and a person who could hold her accountable.  It was worth it to me to wait a little longer than I normally would at school. I know this moment is a game changer for her.

10.  Keep Trying