Cohen says that when these positive messages are delivered authentically, they can “undo much of the damage that children have suffered from past experiences.” Successfully rebuilding trust with a student can also adjust the student’s expectations to reflect their ability to succeed and achieve academically, Cohen said. That’s what it means. This process, he continued, helps students “open their minds to new ways of looking at their academic experience.”
Developing a sense of belonging during adolescence
Feeling a sense of belonging is important at any age, but this feeling can be heightened during adolescence. Without a sense of belonging, feedback from a student’s larger culture and community can lead to feelings of inadequacy, said Andrew Fulini, co-executive director of UCLA’s Center for Youth Development.
Adolescents are building their identities, Fulini said, and part of that includes finding what they’re good at. When students are told they are behind in a particular skill, their sense of belonging can be undermined. Adolescents especially tend to internalize the messages they hear, which can lead to heightened emotions.
Furini said many students mistakenly believe that academic ability is fixed rather than developed skills. Creating a culture of growth in the classroom, especially “cooperative learning situations where children of different abilities work together to reach higher standards,” can help foster a sense of belonging in students who are falling behind, says Cohen. he added.
“Typically, remediation just sends a message that you need help, and that message can be quite threatening,” Cohen says. It’s easy to think that poor performance reflects a decline in ability, but that’s not the case. “In many cases, it is due to lack of preparation,” he continued.
Role of teachers and adults
Adolescence is a critical developmental period during which students are “testing the credibility of educational institutions and people like their teachers,” Cohen said. For members of marginalized groups, he says, an additional question arises: “How do they treat people like me?”
Adolescents are especially sensitive to understanding where they fit in and are very concerned about their social status, and this does not change at that age group. That means adults are responsible for controlling students’ reactions, and through small actions and affirming comments, they can help students who are falling behind achieve positive outcomes, Furini said.
“It really helps to recognize the contributions, ideas and values of all students,” Furini said. When students’ contributions and skills are recognized in small ways like this, they develop a sense of trust and see themselves as valued members of the community.
see progress
Bennison, who teaches students through sixth grade, said sharing their reading progress with students can help boost their confidence and strengthen trust between students and teachers. By setting very clear goals and allowing students to consistently see their successes, Bennison said students can continually build on their knowledge and skill sets.
“I teach my students in a way that makes them feel like they are growing,” she continued. Bennison does not share initial intake information with students because he does not want them to define themselves by their original data. However, she regularly shares her students’ progress.
When a student makes a mistake, Bennison takes note of it and makes the necessary adjustments to incorporate that skill into every lesson until that learning is reinforced. Bennison says allowing students to revise their work without pressure for a grade helps them recognize their own growth. Each May, Bennison takes time to reflect on the beginning of the year with each of her students, showing how much they have learned and grown.
“When I teach my children to read or encourage them to do something difficult, I know that I am preparing them for their future, not just getting them through the day. “I’m working on it,” Bennison said.
