We asked Julie Dermody, a teacher and ASCD member, to test-drive the four-step reflection strategy Corbin and Bryan recommend. Here's what she discovered.
Step 1: Write a statement about a student who bothers you.
Each year brings at least one child who takes a disproportionate amount of our time, energy, and patience. One day, I was having yet another one-on-one conversation with one such child. Unfortunately, we were once again discussing his inappropriate choices. I had called his mother so often that I had the number memorized. She was supportive but equally frustrated.
I finally said to him, "I'm not sure what to do. I've lost so much sleep worrying about you." He suddenly looked at me and asked if I was really losing sleep. "Yes," I told him, explaining that his choices troubled me because I knew he was capable of better—both behaviorally and academically. I told him I was worried about his future if he continued on this path. He didn't seem to hear a word I said. "Great," I thought. "Now he's pleased that he's disrupting my sleep, as well as my class."
Step 2: Ask yourself, "Do I know this statement to be absolutely true?"
I did know the student's choices were inappropriate, both academically and socially. I also knew his mother was frustrated and looked to me to help her with his attitude at home and with his homework. What I didn't know, of course, is whether he was pleased he disrupted my sleep.
Step 3: Consider how you would think about this student if you hadn't made your original judgment.
If I weren't so frustrated, I would have initially spent more time considering the assignments from the student's point of view. Did the assignments seem as essential for his future success to him as they did to me? Did he even see himself having success in the future, when he hadn't had much to date? Was I so concerned about my problems—a lack of his work to grade and trouble in class caused by his antisocial behaviors—that I was overlooking the roots ofhis problems?
Step 4: Restate your original statement.
My student was not experiencing success, socially or academically. I needed a game plan and asked colleagues for help. In this case, our school's guidance counselor was helpful in dealing with his social issues. He needed to know he was worthy of having friends and that his current actions were driving potential friends away.
Although his mother was also at a roadblock in dealing with her son, she agreed to take away the TV in his bedroom and to "encourage more and yell less."
I let him know that the work I gave him was not busy work but material of value to his current and future success.
Did my plan work? The last day of school he handed me an envelope and made me promise not to open it until school was over. Inside I found a carefully written note that simply said, "No one ever lost sleep over me before. Thank you."
Final Reflection
This four-step strategy is not a new concept. Still, by spelling it out, teachers are reminded to look beyond student behavior and to analyze their own frustrations to determine what is blocking a child's success. We can then create a plan of action for student support and future achievement.