In regards to China Policy, I try to choose one student per block to focus on. I attempted three students, one from each class, last block but found it a bit challenging. So for this block, I chose one student from my third hour class. He was rarely attending school at the start of the block, and when he did attend, getting him to do any work was like pulling teeth. I began to give him jobs around the classroom, such as passing out papers, and helping other students (if he felt comfortable with the topic) and I also made a note to let him know, how nice it was to see him each day. As of now, his attendance has improved tremendously and he completes all of his work. He even passed his last test with an 80 percent, which I was extremely proud of!
Congratulations on your focused, sustained success with this third hour project! 80% is quite a climb from 'pulling teeth'. :)
China Policy has been a struggle for me in the past and I decided to make a choice this block to give it a shot. The student I chose was a student that I struggled with last block with attendance and overall attitude towards the course. The course this block was different, I started off my making it seem like an "us vs. the world" scenario. Once she bought this, I would have her pass out paper, be the scribe in group activities, and help others when she was comfortable with the material. She has only missed one day this block and currently has the highest grade in the class. My end goal is for her to pass her AIMS in April.
Thanks for posting, Courtney! Attendance is one powerful piece of data to measure student buy-in. Best wishes with your AIMS preparation endeavors for April's test. :)
The moment I learned about China policy, I was so excited to try it out with my students. I believe this is a truly unique and powerful tool. I, like others, decided to try this on a student who had terrible attendance. Getting kids to want to come to class can be challenging, but it really is the first step to success. I enjoyed giving this student special attention when they did not expect it or WANT it. They want to blend in and not be bothered because that is what the norm is for them, often times at home as well. Once I was able to get that student to enjoy the fact that I was waiting at the door for them, to welcome them everyday and was excited to see them and talk with them, the rest fell into place. This student went from a loner in the back (when present) to a huge contributer to our class dynamic. It made me happy to say yes when this student would ask if I needed help passing things out or running to make copies. Seeing such a transformation was truly exciting. The student was engaged and held themself accountable, which I could tell hadn't been a priority for them in the past.
China Policy is a good reminder for me to treat the tough students with just as much, if not more, respect and attention than the easy kids. We are the adults and role models for these kids and it is important to remember they can tell when people are treated differently.
WOW, Jenna. This is a powerful response. It's an interesting observation that the student 'Didn't expect or want' the special attention of China Policy initially. Why or how do you believe this reluctance fell away and everything 'Fell into place'? Any thoughts, cohort?!?!?
I struggle with the CHINA policy. I will have a student in mind and I think to myself how I can work with them better. It will work for a week or two and then it becomes exhausting.
Who has a solution for Michelle to help her efforts? The goal is for CHINA policy to make life easier . . . not to exhaust us! Share any helpful tips you might have.
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