Working Smarter, Not Harder: Reaching the Tough to Teach

Rockwell, Sylvia
September 2007
Kappa Delta Pi Record;Fall2007, Vol. 44 Issue 1, p8
Academic Journal
The article discusses strategies to meet the instructional needs of at-risk youth. Low-achieving students have many characteristics some of which are lacking sufficient knowledge if their own needs and attempting to avoid feelings of failure. According to the author, attention is needed to be able to meet the need of these learners. The author believes that meeting the needs of students require educators to go beyond the standards provided and teacher's manuals. The author asserts that both content and students are also important.


Related Articles

  • Teachers Flunk, Too.  // Education Digest;Sep1954, Vol. 20 Issue 1, p19 

    The article discusses Paul Cobb's report on the correlation between teachers who flunked their students and whose who fail in the field of teaching, published in "Kansas Teacher". Teachers forget that if they flunk their students, they have also failed. There is an approach to the heart and mind...

  • Redefining "At-Risk" to Meet the Needs of the Contemporary Classroom. Robinson, Nicole // Action, Criticism & Theory for Music Education;Apr2002, Vol. 1 Issue 1, p2 

    The article reports on the strategies made by the educators to improve the performance of the students. It cites that one of the challenges of the schools is that many students have not passed the academic standards set by the schools. Thus, educators have carried out various teaching methods...

  • The Burden of Acting White: Implications for Transition. Goff, Chauncey; Martin, James E.; Thomas, Michael K. // Career Development for Exceptional Individuals;Fall2007, Vol. 30 Issue 3, p134 

    This study used a phenomenological qualitative approach that engaged Black students in discussions about the burden of acting White and its impact on their in-school and postschool outcomes and postschool transition visions. Six seventh- and eighth-grade Black students identified as at risk for...

  • 'Double Dose' of Algebra Found to Lift Scores, Not Passing Rates. Cavanagh, Sean // Education Week;4/22/2009, Vol. 28 Issue 29, p8 

    The article discusses a study analyzing a program for schools in Chicago, Illinois that increased instruction in algebra to aid students struggling with mathematics. In the program, students studied algebra for an additional school period, but a report by the Consortium on Chicago School...

  • Study: Quality of 1st Grade Teachers Plays Key Role. Jacobson, Linda // Education Week;9/21/2005, Vol. 25 Issue 4, p3 

    The article reports that classroom teachers who give instructional and emotional support can improve academic outcomes for 1st graders who are considered at risk for school failure in the U.S. For example, children whose mothers had less than a college degree achieved at the same level as...

  • LUTTE CONTRE L'ÉCHEC SCOLAIRE : L'APPRENTISSAGE SOCIO-COGNITIF PAR OBSERVATION (ASCO). Nguéhan, Siméon Boris // Education Canada;Fall2007, Vol. 47 Issue 4, p12 

    The article focuses on the challenges of governments, schools and educators to reduce the problem of “school failure” in poor and developing countries. This problem is viewed as persistent in poor countries. The use of Social Learning Theory, (SLT) is discussed. The author points to...

  • Remediation Strategies for Learners At Risk of Failure: A Course Based Retention Model. Gajewski, Agnes; Mather, Meera // College Quarterly;Winter2015, Vol. 18 Issue 1, p5 

    This paper presents an overview and discussion of a course based remediation model developed to enhance student learning and increased retention based on literature. This model focuses on course structure and course delivery in a compressed semester format. A comparative analysis was applied to...

  • Working Smarter, Not Harder: Reaching the Tough to Teach. Rockwell, Sylvia // Kappa Delta Pi Record;Spring2008, Vol. 44 Issue 3, p108 

    The article provides information on regarding the strategies and scaffolding in reaching tough to teach students. Tips are offered to motivate students to increase compliance with a routine assignment. One of the steps is to inquire about the characteristics of the learners. Then if learners...

  • Father-School Communication in Preschool and Kindergarten. Rimm-Kaufman, Sara E.; Zhang, Yubo // School Psychology Review;2005, Vol. 34 Issue 3, p287 

    This article describes the frequency, characteristics, and predictors of father-school communication in preschool and kindergarten in a sample of children "at risk" for school failure based on family sociodemographic characteristics. Data were gathered during the implementation of the National...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics