Student Perspective

Issues Facing Our Students

Students were surveyed about global issues in education to determine which issues they ranked as most important. Students were most concerned with issues surrounding the local and global economy. The work of Michigan author, Ruby Payne, and her book Understanding Poverty was studied to deepen staff appreciation of the needs of under resourced learners.

Indicators of under resourced learners
How can we meet the needs of all students including those who are under resourced?

Under resourced learners often…


Are very disorganized, frequently lose papers, don't have signatures, etc.
Strategy: Teach and model organization with intentionality. Offer folders and a place to store basic materials in the classroom.

Bring many reasons why something is missing, or the paper is gone, etc
Strategy: Model self-responsible language, counter “blaming language” or behavior with ways the student can still fulfill the obligation. Include student in brainstorming options and problem-solving.

Don’t do homework
Strategy: Reconsider the learning target for the assignment and determine if it is truly a necessary outside classroom activity. Don’t assume that students have the place, materials, time, environment, or resources at home to succeed.

Are physically aggressive
Strategy: Establish clear boundaries and expectations for student behavior. Provide the emotional safety an explosive student needs by countering aggression with firm, calm responses. If a student needs to be removed, make sure they understand they will have a bridge back once they get the help and skills needed.

Like to entertain
Strategy: Read aloud and encourage appropriate participation whenever possible. Design lessons thinking of a “hook” to capture interest and create wonderment

Only see part of what is on the page
Strategy: Repeat instructions multiple times in various ways. Use direct instruction, visual aids/examples, student writing/reflection, and have students pair and share

Only do part of the assignment
Strategy: Allow for partial points. If it is a critical skill, practice, or experience needed to move forward, make it a “ticket” or boarding pass to scaffold to the next learning activity.

Can't seem to get started (no procedural self-talk)
Strategy: Model how to create a pacing guideline for longer projects or assignments. Provide guidelines and benchmarks for checking in. Provide think time and partner sharing to jumpstart an activity. Have partners talk about how they will or could approach the material.

Strategy: For shorter assignments, model the self-talk and motivation to students who “sit and stare”. Remind them that using time in the classroom will free up time later and result in success.

Cannot monitor their own behavior
Strategy: Provide monitoring tools like reflection rubrics.  Model the use of a planner or calendar to track attendance, work, and social events with efficiency. Use non-threatening questioning to bring awareness to behaviors. Use and encourage self-regulatory talk. For example, “Are you feeling overwhelmed? When would you like to talk about this? Or what can I do to support your success right now?”

How can we meet the needs of all students including those who are under resourced?

  • teach and model organization with intentionality. Offer folders and a place to store basic materials in the classroom.
  • model self-responsible language, counter “blaming language” or behavior with ways the student can still fulfill the obligation. Include student in brainstorming options and problem-solving.
  • reconsider the learning target for the assignment and determine if it is truly a necessary outside classroom activity. Don’t assume that students have the place, materials, time, environment, or resources at home to succeed.
  • establish clear boundaries and expectations for student behavior. Provide the emotional safety an explosive student needs by countering aggression with firm, calm responses. If a student needs to be removed, make sure they understand they will have a bridge back once they get the help and skills needed.
  • read aloud and encourage appropriate participation whenever possible. Design lessons thinking of a “hook” to capture interest and create wonderment
  • repeat instructions multiple times in various ways. Use direct instruction, visual aids/examples, student writing/reflection, and have students pair and share
  • allow for partial points. If it is a critical skill, practice, or experience needed to move forward, make it a “ticket” or boarding pass to scaffold to the next learning activity.
  • model how to create a pacing guideline for longer projects or assignments. Provide guidelines and benchmarks for checking in. Provide think time and partner sharing to jumpstart an activity. Have partners talk about how they will or could approach the material.
  • For shorter assignments, model the self-talk and motivation to students who “sit and stare”. Remind them that using time in the classroom will free up time later and result in success.
  • Provide monitoring tools like reflection rubrics.  Model the use of a planner or calendar to track attendance, work, and social events with efficiency. Use non-threatening questioning to bring awareness to behaviors. Use and encourage self-regulatory talk. For example, “Are you feeling overwhelmed? When would you like to talk about this? Or what can I do to support your success right now?”

For more information, check out Ruby Payne's research