Raison d'etre is French for "reason for being," and students who
can’t read, understand, learn, reason or cope with the never-ending high stakes test prep, feel they have no reason for being in school. Students will start thinking school is a prison and will behave and act institutionalized towards teachers, peers, and academics. Students get more cynical when the gold stars lose their luster, and teachers' mendacity about their performance start showing through the insight of their poor thinking skills and inability to perform academic tasks. It’s a small death suffered every day by these students, as they see their dreams crashed on the rocks of reality. We ask students to come to school daily and give 100% to what they believe is an intolerable humiliation, and we get angry when they don’t smile and take school more seriously. We scratch our heads, wondering what we can do when half of our kids drop out of school. If students can’t read and reason everything else is moot.
Why Students Drop Out of School!
Characteristics of high school dropouts: Key factors in high drop-out rates in high school.
Top Ten Reasons Why At-risk Teens Drop Out of High School.
- Low academic and study skills "funding cuts and austerity"
- Poor student attendance "stress"
- Social and emotional problems "depression"
- Emotionally detached from school and learning "over testing"
- Choosing low performing or troubled friends "tribe mindset"
- History of failure and retention "failure mindset"
- Social alienation or bullies "fear"
- Finding and keeping a job "paying bills"
- Feckless academic institution "public school daycare"
- Please share your tenth reason why students drop out!
Many parents that have not taught their child to read before they enter kindergartner have sealed the fate of their child to 12 years of playing ketchup!
I spent most of my time in public school feeling dumb, embarrassed, scared, humiliated, lost, and stupid because of my severe dyslexia and dysgraphia! Sean Taylor
Give a child the most complex computer video game and they will go without food, sleep, bathing, and talking to learn and master the first level. They will spend the next day, week, and month with the singular preoccupation to win and master the game.
Children in the third-world with access to computers, sky Tablets or XO laptops will teach themselves to read and write without a teacher because of their incredible desire to learn. I just focus that same incredible intrinsic drive and perseverance into Reading Boot Camp.
Learn the 1000-2000 most used words or characters using sight/auditory methods.
Learn the 200 most used sayings, metaphors, expressions, cognates, and phrases.
Learn the words and phrase by sight, sound, and articulation through repetition.
Reading Boot Camp is used during the first 20 days of school to teach the
basics of English literacy. We spend 120 hours reading, singing, articulating,
writing, and focusing on building the foundations of word and phrase knowledge.
The Program is fast, rigorous, challenging, and fun.
Reading Comprehension Results: 20 Days!
reading and writing program that is taught throughout the year:
2) Accelerate the closure of the academic achievement
gap in lowest quartile students; and 3) Teach the students
school etiquette, classroom manners, discipline, responsibility
and a foundations in classic children’s literature...
The 20 Day Intervention Is Fast, Rigorous, Enriching, and Fun.
Reading Vocabulary Word Walls
Academic Vocabulary Word Walls
Music and Lyrics
Whiteboard E-books and Librivox Audio Books
Comprehension Building Games
Fireside Book Club
Reading Master By Grade Competition
Expecting A World Class Education!
Students and parents may not expect much from public school these
days, my class is the exception, students receive a world class
college preparatory experience from the rigorous demanding
curriculum to the high expectations of meticulous manners and
Teaching Old School Decorum!
We teach old school social etiquette and manners as soon as students
enter the class. We start with students standing for visiting dignitaries
(parents or teachers), cordial professor and student salutations, and
professor-student colloquy. Students are looking for direction and
purpose in life and learning social etiquette, manners, and protocol
give them a sense of honor and virtue. Sorry for the multisyllabic
verbiage but we are talking old school decorum. Students who
shine and take to the superior manners are given the job of class
prefect to help students acquire needed politeness.
Teach students school etiquette, classroom manners, discipline
and responsibility during literacy instruction by literary examples
and class modeling. Students begin reading manors and etiquette
stories within minutes of entering class the first day. They
learn very quickly that the purpose of school is reading,
writing, character, manners, and Literacy. The first four
weeks are dedicated to teaching the reading and writing process
and studenting skills needed for success. We select an award--winning,
high-- interest book for the entire class, usually one grade above
what is normally taught, to insure all students are challenged. Begin
by pairing a high-quartile student with a low-quartile student
( sometimes the groups must include three or four students to
ensure a high performing student in every group). The class is
introduced to the book and given instruction on the process of
journaling. The teacher reads the first two pages, stopping to
show the students the Metacognition of reading and the analysis
that competent readers demonstrate. Students always have a
book in hand when the teacher is reading, to ensure that students
see and hear the words. Students are never read to. They must
have the book to read along with the teacher or their partners.
The teacher rereads the two pages to the class, then to identify and
review interesting vocabulary, and to explain complex passages.
Student volunteers are asked to follow the teacher’s example
and read and then reread with comprehension checks. The
paired students are always looking to see if their partners
are on task and following the reading. The entire chapter is read and
reread in this exemplar by the class and teacher before students are
dismissed to follow the teacher’s example in their paired reading groups.
Reading and Language Percentile Growth:
READING(from 31.7% to 67.9%),
LANGUAGE (from 38.8% to 72.3%),
and stanine growth READING (3.8 stanines),
and stanine growth LANGUAGE(3.5 stanines).
This is for a population where 86% of the students
were SLL, SEI, LD, and at-risk.