I agree totally. One thing we know is that students who manage to come back
from difficult periods in their life, state over 74% of the time that it was
an adult mentor that played a major positive role in their life. they
mention, in - order
teachers
coaches
parents
clergy
other -neighbors, friends, shopkeepers etc.
One thing that the Minneapolis School district does, if a student falls
below a "C" average (one sign of trouble) is not allow them to participate
in extra curricular sports. This takes away their coach as a possible
person of positive influence. Yea good idea, If someone needs help, lets
make it harder for them.
(I would like to point out that I was the only vote on the School Board
against the "C" average being a prerequisite for sports). this terrible
(but very popular) decision has contributed to the drop out rate.
----- Original Message -----
From: "Mark" <[EMAIL PROTECTED]>
To: "David Tilsen" <[EMAIL PROTECTED]>; <mpls@mnforum.org>
Sent: Thursday, December 01, 2005 7:07 PM
Subject: Re: [Mpls] class size - student achievement number of cops - crime
--- David Tilsen <[EMAIL PROTECTED]> wrote:
> Our problem is motivating those students who find
the classroom and/school something they are
uninterested in or unwilling to participate in.
.
And one thing which affects the motivation of students
is the connection they have with their teachers, who
try to raise self-esteem and increase enthusiasm for
learning. This kind of positive attention is
intoxicating and it is amazing how far it can take
someone.
But it is very hard to build these kinds of
relationships in the first place, and I would say the
larger the class, the less time a teacher has for each
student, the less likely it will change student
behavior and/or performance.
Unfortunately I have reams of anecdotal evidence for
this but very little research.
mark from loring
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