How to Make Connections With Troubled Students Using The Act Strategy - Part 1 of 3

Cheek Law Offices - How to Make Connections With Troubled Students Using The Act Strategy - Part 1 of 3

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Nothing gets your attention like hearing a judge say, "This court finds you guilty and sentences you to fifteen years in prison!" I can still hear those words today practically 20 years after they were spoken. They are just as clear now as they were on that careful day. I recall standing in a cold courtroom with my hands handcuffed to my waist and my feet shackled together. I was alone, no house or friends. After sentencing, I shuffled out of the courtroom mental to myself, "My life is over!" I was only 19 years old and I believed I was going to spend the rest of my life in prison. If someone had told me that one day I would not only be released from prison, but that I would go on to have a family, own a home and come to be the normal boss of a victorious business, youth mentor and professional speaker I would not have believed it was possible.

What I said. It is not the conclusion that the real about Cheek Law Offices. You see this article for information on an individual need to know is Cheek Law Offices.

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But it did happen. I was released from prison after serving four years and today I have all of the things I mentioned and more. My transformation began with kind words from a educator and his confidence that every someone who told me I would never estimate to much had been wrong about me.

I do not pretend this was an easy task. It was a process with many ups and downs, highs and lows. But because of a educator named Charles Lyles and his refusal to give up on me, I am successful. I wish to share the process that he used, hoping that someone else will take this and continue to turn the lives of students labeled "unreachable and unteachable" or who just want to make stronger connections with existing students. This is part one of a three step process that I call the A.C.T. Strategy™: "Three straightforward ways to touch and turn the lives of your students."

Step one of this process: Ask questions.

Asking questions can eliminate a great deal of guesswork when it comes to seeing out what a learner is going through and what can be done to help him/her succeed. Many citizen are not comfortable request questions because they feel like they're crossing a line. By not request questions, you will miss the opening to search something that might lead to the breakthrough that the learner needs. request questions can provide insight to a child's life that may be contributing to the struggles they are having in the classroom. I know that if this tool had been used by teachers who taught in my community, they would have learned things about me that would have allowed them to find and provide me with the assistance I so desperately needed.

As a child, whenever I had back to school night or parent educator conferences, it was my grandmother who attended those meetings because that's who I lived with. If a educator had asked the question, "Young man, why do you live with your grandmother?" they would have found out that my mom had passed away and my father was in prison. They would have learned that my grandmother was the someone attempting to help me with my homework. Born in 1920 with only a 4th grade education, she could not help me with my assignments By request the right questions you can propose a tutor or study group that the child can attend to get the help he/she needs. Many teachers assumed I was lazy and I didn't care, but by request questions they would have learned that my home life was affecting my learning.

To help make the questioning process easier, I have designed a three level interrogate request formula.

Level One: Yes or no questions. These questions are naturally to open the door of communication. They wish itsybitsy to no explanation for the learner to answer, but will give you an idea of how easy or difficult it will be to associate to that student.

Example: Did you get a haircut? Are those new shoes? These questions are not intrusive but will tell the learner that you are taking observation of him/her. I propose that you use pre-planned questions so that you have a positive response to their answer. (In my workshop I provide a list of pre-planned questions.) Example: If the learner says, "No, I've had these shoes for years!" You can answer by saying, "Wow, I wish my son took care of his shoes like that!"

Level Two: These are open ended questions that direct the conversation. These are your who, what, when, where, why and how questions.

Example: "What do you do to keep your shoes so clean? I'd like to try it on my son's shoes." Or, "I honestly like your hair today; you have to let me know What you did to it." These questions can also be set up so that you have a reason to supervene up with that learner at a hereafter date. Example: "What team are you competitive against in tonight's game?" The supervene up would be: "How did your game go last night?" "How did you do?" If they lost, that's a excellent time for positive encouragement for the learner to continue playing hard. And if they won, that's also a great opening for positive encouragement. "Great job, Keep up the good work!

Level Three: These are personal questions that will help you teach and find resources for the student. These may be difficult questions, but will be made easier once you have achieved positive results on the old levels.

Example: "Do you feel comfortable telling me why you live with your grandmother?" "Would it be Ok if I assign you a mentor to help you with..." " I've noticed a drop in your grades, are you struggling with your parents separation?" "May I mention this to the school counselor so we can help you get through this difficult time?"

The purpose of a level three interrogate is not only to get answers to something personal that may be contributing to the struggles of the student, but to take operation and attempt to find ways to help that learner alleviate an issue that could possibly cause the students attention to be someplace other than the classroom.

When I first met Mr. Lyles, he was teaching a few classes I attended and I didn't trust him. I had survived the rough streets of South Central Los Angeles and a painfully abusive childhood by trusting my instincts and not allowing anything to get too close to me, so I did my best to push Mr. Lyles away, but he was not deterred by my rough exterior. He saw something good in me and his goal was that I would one day see it myself. He wanted to find out my story, how had I ended up on the wrong side of the law. He did this by request questions. straightforward questions at first, like, "How are you feeling today, Mr. Humphrey?" "Did you get morning meal this morning?" At first his questions were met with silence, but every opening he had, he fired off an additional one one. I remember thinking, "Why is this guy request me so many questions, he doesn't care about me." I could not have been more wrong. I would comprehend later that he peppered me with questions because he did care and was only seeing for answers that could help him to help me.

After being incarcerated and questioned for practically a year, I began to understand that Mr. Lyles cared about me as a person. That became truly evident for me my first summer. I was in solitary confinement again for fighting. As he all the time did when I was in trouble, Mr. Lyles came to my cell where he'd regularly speak to me through a small slot in the cell door, but this time was different. He asked the correctional officer to open the cell door and when he walked inside I could see the disappointment in his eyes. In his quiet voice, I will never forget what he said. "Mr. Humphrey, look around. You do know this is only temporary right?" "Prison doesn't have to be your life. You can get out of here and you can do great things." He paused, turned and headed for the door. After a few steps he stopped, turned back to me, looked me in my eyes and said, practically in a whisper, "I believe in you." He walked out of my cell, the door windup behind him. Had he remained in that cell a few further minutes he would have seen tears running down my cheek, because that was the first time anything had ever told me that they believed in me. Those words at that moment were exactly what I needed to begin making the significant changes that would lead to me successfully leaving that correctional factory and never returning.

The transformation happened after hearing those four words. "I believe in you." But it wasn't the words that turn my life, it was the relationship that Mr. Lyles had created by request questions. Without the connection, it would not have mattered what he said. In my next record I will give you examples and tips on how to make that same relationship with your students. Please feel free to leave comments or discuss your own success stories.

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