SHARE stands for Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mindset.
SHARE factors can affect academic gains in a positive direction in the following ways: Support of the whole child revolves around the understanding that students from poverty often need additional support and that, if they are hungry, tired, stressed, or abused, they may need more than academic support alone. The fact that personnel in the school care enough to understand this fact can lead to relationship building. We cannot know the difficulties of our students' environments unless we take the time to know them personally. The fact that their teacher cares about them and communicates this fact often causes students to try harder in class and improve academically. No success comes without effort. Many students from poverty won't make the effort unless they know we care. Data helps us find our areas of success and the areas in which we need to do better. It is key to our ultimately being accountable for what students are learning. Good data and accountability together can help the school system move in a positive academic direction. An enrichment mindset helps teachers and students go beyond what is required and is tied to the belief that all students can succeed at high academic levels. If we believe in our students, perhaps they will learn to believe in themselves.
You are so right that we can't know the difficulties of our students' environments unless we take the time to get to know each and everyone of them. I know that it takes time but in the long run great things will become of it.
I agree that students will try harder for teachers who let them know that they care about them, not just their academics but their home life too. Some kids really take a long time to build a relationship with,but it is worth the time and effort once it happens.
Thank you Alan. Of all the times that I've come close to being hit from an angry behavior student, this year is so different. My attitude has been changing over the years, maybe because I'm maturing. More than likely its the information that I've been feeding my own brain. Anyway, we haven't had any outbursts this year as we have had in the past. It's been great. Understanding what the kids need has a great outcome. I was told that I did what a good grandma would do!
Stephanie...I like your "good grandma" analogy. i read an article years ago where a woman shared that her Grandma's solution to naughty angry kids were that they (1) needed a hug, (2) needed something to eat or (3) needed to take a nap. Hmm...fits some of our students who live in poverty.
That Grandma solution is right on!!! Several times when a kid is just having a really awful day, I will ask if they ate breakfast and if the answer is no, I will give them a granola bar or some crackers. Other times, if a kiddo is just not feeling good which can be shown by bad manners, outbursts, etc. if there is no work that is important to get finished, I will let them lay their head down or go lay down on the carpet.
SHARE: S - support of the whole child. This means addressing all of the needs of the child - social, emotional, and health related. If those needs are not met, then the academic needs will not be met either. We need to find out what the child needs, develop relationships with the parents and try to find partnerships in the community. If we can take away or alleviate some of the "real world" pressures, then the student can focus more on academics. H - Hard data: With good data, teachers can drive instruction to meet the student's needs. It isn't all just academic data though. It is also the "whole child" needs and staff strengths and weaknesses. When teachers use the data that is collected to improve their teaching and meet student needs, then student achievement will rise.
A - Accountability: Teachers must feel accountability to their students. We are accountable for their academic achievment and need to do all that we can to make sure they achieve. It sounds like having high expectations throughout the school is very important. We also need to make sure the school environment is better than the home environment (in cases where home might not be great). R - Relationship Building: Students who have caring, positive relationships with their teachers are more likely to respect and work for their teacher. Not only do we need to build good, respectful, caring relationships with students but also with other staff members. Another key is to help students build relationships with one another so they can feel safe and secure in the classroom. They will be more willing to take academic risks in such an environment. E: Enrichment Mind Set: Instead of thinking about remediation for our kids, we need to think of enrichment for them. When we provide emotional engagement, foster intellectual curiousity, and social bonding, kids will benefit.
It is pretty easy to see why academic gains will be present when this philosophy is in place. It puts the child's needs first in each one and holds teachers accountable for relationships, effectiveness, and enrichment.
S= Support the whole child H= Hard Data A= Accountability R= Relationship building E= Enrichment mind set
The acronym SHARE is an important concept to have in any building. The school system must support the whole child. If we are demaning everything under the sun from our students and they are stressed out from again not having their basic needs met you might as well give up. This would be like trying to start a car without gas. A child is the same way and without food, shelter, saftey, sleep, being clean the academic gains with these students will not exist. Hard data is also important when trying to access students. If no data is taken and the student is failing then the accommodations that are being tried and the lessons that are being taught in specific ways are not working. It is very important to take data often and use this data to help foster a better learning environment for your classroom. Accountability should be evident throughtout the entire school. Not only do the students need to be accountabile for their academic achievements but the teachers need to be held accountable for teaching the students the materials required by the state of Kansas. This is an important factor to uphold for true dedication to the educational field. If the teachers are not held accountable and the students then they have no reason for teaching or being taught. Relationship building is a crucial aspect to have in any school system. If teachers are not a part of the school system just a body that shows up the school system will not run as smoothly as it could. Each member of the staff needs to be vested in the students, staff members, and the community. Everyone needs to work as a team inorder to create a building that will work together and stay together. I know that this is hardly every seen school wide. But, wow what if it ever was. Could you imagine what could take place. Finally, enrichment mind-set is important in order to create a classroom where students can and will feel successful. It is important to have this environment for all students to gain success. Teachers must break out of their comfort zones and teach all students at there levels of learning.
I really don’t like repeating the others who previously posted their comments, but SHARE is: Support the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind Set. In all research I’ve read, not just this book, relationships seem to be the key in helping students feel like they belong in a situation – whether it’s on a team or in a school. Lack of relationships is one of the key factors in predicting whether a student drops out. The whole person needs to be supported and their basic needs must be met before students can focus on academics. When we look at implementing changes, hard data needs to be examined and analyzed before the decision is made as to the changes needed. All decisions for changed need to be data driven. Each of us is accountable to the plan for implementing change. And, without an enrichment mind set we will get more of what we’ve gotten from student in the past.
Jerrie, I think one of the things that special ed teachers probably do really well is building relationships. It seems like there are always a few kids who need a little extra when it comes to relationships. That's kind of what keeps me in special ed. I have thought about moving to a classroom every now and then, but there is always a specific student that I feel responsible for, not necessarily in teaching (although certainly I am responsible for that too) but for the relationship we have built.
I think your comment about each of us being accountable to plan for implementing change. I often get into the mindset that change happens. But when we want to make a significant change for the better, we need to plan it out and actually implement it. Thanks for that insight!
I second the observation that many special education teachers are good at relationship building. Those I personally view as some of the best have stories of students coming to them because they see what they have done for others, or having other students refer their friends for help.
I agree too that sped teachers are good at building relationships. I try to make sure to build relationships with non-sped kids too, so they will not be afraid of "catching something" from the sped kids. I open up my classroom for study hall for anyone who might need extra help or just a quiet place to come to do work.
S-Support the Whole Child H- Hard Data A- Accountability R- Relationship Building E- Enrichment Mind-Set
By ‘supporting the whole child,’ we become more aware and understanding of a more complete picture of the child. This may involve addressing academic challenges, as well as social, emotional, and health-related issues. We take into account what goes on at school, as well as what the child is going through and how he/she is living outside of school. By consistently generating high-quality, useful data tailored specifically towards your own school, rather than relying solely on district/state testing results, immediate feedback is able to be provided to both students and teachers, allowing instructional decisions and learning strategies to be modified as needed. Having school staff who are accountable for their actions limits the blame and excuses that can arise from receiving less than acceptable results with a particular task. Building relationships with students can help to foster secure attachments that may prevent students from experiencing long-term physiological, psychological, and sociological consequences later on. By taking on an enrichment mind-set, you are moving away from the thinking of “Oh, those poor kids,” to focusing on what can be done to maximize students’ (and staff members’) potential.
Tammi~ I agree with your statement that relationship building is crucial. I’ve worked with several students who say their most difficult class is math (for example), but then turn around and tell me that their math teacher is their most favorite teacher. So I ask them, “Why is that teacher your favorite? You just told me the thing you like least about school, and struggle with most, is math.” They always respond with something like, “Even though I don’t like it, he makes the class fun for me,” or “She gave me her cell phone number if I ever have problems with anything,” or “He comes in early/stays late to help me when I have trouble with my homework.” I know of teachers who have even bought prom dresses for poorer students, or provided supper for a child after school while they were helping the student with homework because they knew the kid probably wouldn’t get to eat at home. I’m always thankful and amazed at the kindness and generosity exhibited by educators like these.
Jerrie~ I agree with you when you gave the example of being on a team and talked about relationships being a key part to helping students feel like they belong. I know of students who struggled in school and weren’t involved in extracurricular activities, but then for some reason decided to try out for a sports team, or for dance, etc. My first thought was always, “Oh geeze… How is this kid going to keep up with school now???” However, for the most part, those situations have typically turned out for the better, with the student thriving after finding this new identity.
I think some of the smaller schools struggle with being able to offer diversified clubs (funding is always an issue) but are trying to support any and all interests - -like bowling, Spanish dancing club, SADD, FCA - -whatever will help that student make a connection with others to keep them in school.
I've wondered too about being able to offer extracurricular activities for more diverse interests, and how we could be responsive to those I've heard kids ask for, like soccer or martial arts.
Dana, that is right on!!! Nothing makes me madder than to hear a teacher say something like if they weren't from so-and-so family! If the kids are held to a higher standard and are allowed to reach their highest potential with teacher support, they can do better than their situation. All the time, I talk to older kids about not settling for a simple life, be better than what is expected of you.
Support the whole child-- Again going back to the hierarchy of needs, if a child is tired, hungry, sick, scared, etc. he/she will not be able to attend to learning until their basic needs are met. I often give snacks to students in my room and it is amazing how their attention and on task behavior increases with so little effort. I had a student last year that needed a nap. Without it we got nothing out of him the entire day. If he had an hour nap he was with us and trying to work for the rest of the day.
Hard Data-- It is so important to individually assess essential skills. This cannot be accurate if it is only once or twice per year. It is also important to assess properly. If you are assessing math for a student who cannot read, don't make the entire assessment on story problems. Another factor in data is progress monitoring, you need to see where your methods are failing or succeeding.
Accountability-- In any job you have accountability. If you are a secretary and send a letter out with incorrect information you will be held accountable. The same should be true in teaching. In fact in our position the outcome of our efforts is so much more important. The future success of theses children rests squarely on our shoulders. Unfortunately many teachers do not hold themselves accountable for how their students' succeed. I like to know at the end of the year that I did everything in my power to help my students make the highest gains possible.
Relationship building-- This is true for everyone. If you feel that someone dislikes you or feels that you are unimportant, you are less likely to do things for them. And you certainly won't put your best effort into it. The same can be said for your students. We are not here to be their friends, but we can show them that we care and that their education is important to you.
Enrichment mind-set- For so many teachers, teaching was drill and test and lecture and test some more. Research shows that a very small percentage of the population learns well that way. There are so many ways to add enrichment to your teaching. Instead of looking at pictures of plants and leaves, go on a nature walk. If kids can see the actual plant, touch and smell it, the more likely that lesson will stay with them in long term memory. When I taught 4th grade I would assign "student teachers." The student would take turns learning a concept and then they would in turn, teach it to peers. I found that the "teachers" learned the subject better because they wanted to teach it well, and the students gained more because they were more respectful and attentive as they had the experience of being the teacher.
All of the components of the SHARE acronym Are like puzzle pieces. When we have all the pieces and put them together we have the key to unlocking a student's potential.
Enrichment - -I love your idea of "student teachers" because it helps all kids involved. I think elem teachers do a better job of being multi-modal in their teaching while high school teachers continue to be more lecture/test oriented. With technology, I see that improving some but think we still could improve in my district.
I love the idea of these working together like a puzzle. It is so true that we need to use all of these strategies to see the full potential of every student!
~~Tammi-- Yes it is so important to be able to break out of our comfort zones, but that is easier said than done. BUt we also have to know how to nudge our students out of their comfort zone too.
Rae Lynn-- One thing that stood out to me was your mention of community partnerships. It is so important to have the help and support of our communities in the school. So much more can be accomplished when we share the load.
SHARE is an acronym that stands for Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind-Set. Support of the whole child is not merely shoveling the academics down their throats, but looking at the situation the student comes from as school day begins. If the student is physically hungry, provide food. If the emotional tank is starving, fill it up with accolades. Data can be taken and the differences can be seen when the whole child appears in your classroom vs. one that is being neglected in one fashion or another. It's an amazing transformation in those kids that know you care. It goes a long way in building a healthy student. However, adult mind sets need to be changed/enriched before we can build those relationships.
~Tammi, You are so right about comfort zones. Most teachers don't even know what poverty looks like or what it feels like. Those of us that have made home visits are still getting only a slight glimpse of what kind of environment our students come from. What lessons could we learn. Empathy is an understanding that teachers should express and share.
~Jerrie and Rae Lynn have outlined the common factors of sped teachers and paras. My husband says that I do mission work. And we do. Fortunately we can come together once in a while to get our tanks refilled.
Stephanie, I agree with your husband that SPED teachers do mission work. We have a wonderful opportunity to effect our students and their future in a positive way! It is important to get our tanks refilled....thank goodness for Christmas break! And fellow colleagues!
Support of the Whole Child Hard Data Accountability Relationship Building Enrichment Mind-Set
Support of the whole child involves social, academic, emotional, and health needs of the child. Not only are educators there to address the academic areas, but also the social, emotional, and health needs. If a child is lacking in one area, it could affect all of the other areas. Hard data includes ongoing assessment of high quality data and providing immediate feedback to students and teachers. Teachers need to be accountable for their students who are not making progress. Relationship building is important for students with peers, caregivers with their kids, school staff, and teachers with their students. Enrichment mind-set changes the teacher's thinking from remediation to enrichment.
The SHARE framework will help benefit outcomes because it puts the children first. It focuses on the kids and ways to help them acheive.
I think it has been said time and again on this blog, PUT kids first. I think when we follow the SHARE framework that is what everyone will be doing. In addition, I think when we put the children first we show the parents how much we care and want their children to succeed.
Support the Whole Child Hard Data Accountability Relationship Building Enrichment Mind Set
The author of this book feels like these are the 5 most important factors when trying to create a successful school environment with increased academic success being the goal. Each area pushes students, teachers and administrators to be purposeful in the learning process.
By supporting the whole child, the district is digging deeper into students needs - not just the basic needs of their kids - but also tutoring, life skill training, medical care, child care. What will it take to support each specific child? Hard data is key - especially when districts are able to create their own valid, meaningful data on each student and track that progress. Also keeping data to track teacher's progress- -learning is a life long process and the practice of teaching evolves as new research is presented. I also love the idea of shifting thoughts from "remediation" to "enrichment" to foster a love for learning in whatever interests each student.
I also like the idea of giving a child a love for learning. I believe when a child gets a love for learning they will be more likely to show their curiousity and attempt to find answers to their questions.
Support the whole child Hard Data Accountability Relationship building Enrichment mind set
Academic success can be achieved when a school can support these 5 factors. Supporting the whole child is important because children from low SES have gaps and needs in many areas of their lives and to support these will help students be ready for their day and at their optimum potential. For meeting the academic gaps, it is imperative to use hard data. Teachers and support staff need to be accountable for their role so they are being the best part of a team. Relationship building makes a strong team all the way around. Enrichment mind set is necessary to change how we view education and what standards we need to be focusing on.
Bhoryna- It is amazing how being personal with students and caring can make hard subjects bareable for them..especially math. That is still a hard subject for me!
Jerry- The use of the term "Empathy" is such an important word in education-especially in schools with low ses students. It will make all the difference in how we were as a team, utilize data, and develop enriching activities.
SHARE stands for: Support the whole child; Hard data; Accountability; Relationship building; Enrichment mind-set Support of the Whole Child: Meeting a child’s basic needs of food, shelter and physical well-being are essential to allowing them to learn. Hard Data: being willing to look at data that says what is working, what is not, what is this child’s learning style, etc. allows schools to tailor learning to individual needs whether they have an IEP or not and it gives schools the opportunity to leave behind practices that aren’t working. Accountability: Teachers who hold themselves and each other accountable to teach with high expectations purposefully engaging students. Relationship building: Building relationships with students builds understanding, trust, and a sense of belonging (all things which are sometimes lacking in high poverty households). It also gives students a stable adult role model in their lives. Enrichment mindset: believing that each student CAN succeed and striving to provide the best possible learning environment that meets the needs of the whole child.
Support of the Whole Child Hard Data Accountability Relationship Building Enrichment Mind-Set
The SHARE acronym stands for the 5 characteristics from the list of 20 characteristics of high poverty, high achieving schools. By implementing wrap-around services that include health care and counseling services for students, they are more able to focus on academic achievement. When teachers use hard data to drive instruction, student learning is more focused. When the teacher can pinpoint test data that shows where a student is lacking and where that student is excelling, it’s easier to tailor instruction and activities. When teachers buy in to the program and adapt teaching practices, schools will achieve success. When staff members focus on building relationships with the students, students are more likely to succeed and less likely to drop out. When schools develop an enrichment mindset that focuses on fostering intellectual curiosity, emotional engagement, and social bonding, schools will begin preparing students for life. When all of these characteristics are implemented, the school can go from a struggling school making excuses about the numbers of students in poverty, to a school that is excelling by helping its students succeed, regardless of the number of students in poverty.
I feel like I'm repeating everyone too. SHARE is an acronym that stands for Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind-Set. Supporting the whole child reminds me of Maslows Hierchy of Needs - if a student is hungry, tired, doesn't feel safe (physically or emotionally), they aren't ready to learn. We can impact those things while kids are at school. If we look at hard data, sometimes we see a different picture than what our "guts" tell us, and can make more rationed decisions about what is working and what direction to go next. Accountability works when it changes the focus from blame when something doesn't work to personal action steps to make it go better next time. Relationships help us know what kids really need so it can be addressed and helps kids want to be in school when they know that the adults there care about them. Moving the mindset from remediation to enrichment, helps kids to see others aware of their potential - the positive kind of self-fulfilling prophecy.
SHARE stands for the following: Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind-Set. Each of the following factors interrelate to provide success for students and create high achieving schools. Each child has many issues that affect their learning. When a school can offer support for these issues (like nutrition, health, safety, and others) and these needs are being met for the children--then the child is able to learn. Schools and staff need data from a variety of sources to show how students are doing and what students needs to continue their learning. Schools and staff also have to make a commitment and take responsibility for helping all children to learn. Building relationships between students, students and adult, between adults is integral for the well being of our students. As an early education teacher it is necessary for me to build a relationship with the parent, with the student and with the preschool teacher. If anyone of these are left out, then my effectiveness is greatly diminished. Providing enrichment gives children a sense of their self-worth and what they are capable of doing.
SHARE stands for Support of the whole child, Hard data, Accountability, Relationship building, Enrichment mind-set. I feel that if effectively implement all of these factors, that all children will successful. If you support the child no matter where or what they have come from, they will feel safe and will be willing to work hard to learn and gain knowledge. I don't feel that one factor is more important than another, they all go hand in hand to provide a safe productive learning enviroment.
S - support the whole student H - hard data A - accountability R - relationship building E - enrichment mind - set
By implementing these I feel that I become a better teacher and person. Everyday I try to build relationships with parents and students to help them to achieve success in the classroom and beyond. My students know that I am not going to do the work for them and that it is their responsibilty to do the work. I will help, but they need to learn the material. I am constantly trying to enrich them by teaching material they might not normally think about. I am teaching the Wizard of Oz right now. If I didn't teach it these students would never read it on their own. We need hard data to show how our students are improving. We can support the whole student by working on the areas.
So I'm going to be different and not list what everyone else has listed. The support section is taking care of all the needs of the student/child. If someone is out-of-sorts it is really hard to get work out of them. So if basic needs are met, academics can be focused on.
The data part is what is happening more and more with the new state core curriculums and tying teaching to those tests. The MAPs test is given in our district and as far as I know, I am the only teacher who takes their scores and looks at the DesCartes information to see where the kid is and where we need to go.
I try everything in my power to help kids succeed in the classes in my personal classroom, plus when they need organizational skills or study skills, I attempt to teach them how to do that. I hold myself accountable if my kids don't get approaching standards or above on the state assessments. My room is filled with books and materials that I can use as a reference guide to reach all my students in as many different ways as possible.
If you don't have a trust relationship (like I am experiencing with my administrator) it is really hard to show respect or want to be around people whom I don't trust. Kids are no different. If they don't respect teachers due to whatever reason, it's really hard to get work out of them.
All books we read in my reading groups are started off with a short movie to introduce the topic because (I'd say) 85% of the time the kids have no idea about what they are going to read about. I try to enrich everything that we read in here by showing movies and using other non-fiction books to get them curious about something.
SHARE stands for Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mindset.
ReplyDeleteSHARE factors can affect academic gains in a positive direction in the following ways: Support of the whole child revolves around the understanding that students from poverty often need additional support and that, if they are hungry, tired, stressed, or abused, they may need more than academic support alone. The fact that personnel in the school care enough to understand this fact can lead to relationship building. We cannot know the difficulties of our students' environments unless we take the time to know them personally. The fact that their teacher cares about them and communicates this fact often causes students to try harder in class and improve academically. No success comes without effort. Many students from poverty won't make the effort unless they know we care. Data helps us find our areas of success and the areas in which we need to do better. It is key to our ultimately being accountable for what students are learning. Good data and accountability together can help the school system move in a positive academic direction. An enrichment mindset helps teachers and students go beyond what is required and is tied to the belief that all students can succeed at high academic levels. If we believe in our students, perhaps they will learn to believe in themselves.
You are so right that we can't know the difficulties of our students' environments unless we take the time to get to know each and everyone of them. I know that it takes time but in the long run great things will become of it.
DeleteHaving some idea of what the students face daily at home helps us have empathy for them and helps provide focus for their needs.
DeleteI agree that students will try harder for teachers who let them know that they care about them, not just their academics but their home life too. Some kids really take a long time to build a relationship with,but it is worth the time and effort once it happens.
DeleteThank you Alan. Of all the times that I've come close to being hit from an angry behavior student, this year is so different. My attitude has been changing over the years, maybe because I'm maturing. More than likely its the information that I've been feeding my own brain. Anyway, we haven't had any outbursts this year as we have had in the past. It's been great. Understanding what the kids need has a great outcome. I was told that I did what a good grandma would do!
ReplyDeleteStephanie...I like your "good grandma" analogy. i read an article years ago where a woman shared that her Grandma's solution to naughty angry kids were that they (1) needed a hug, (2) needed something to eat or (3) needed to take a nap. Hmm...fits some of our students who live in poverty.
DeleteThat Grandma solution is right on!!! Several times when a kid is just having a really awful day, I will ask if they ate breakfast and if the answer is no, I will give them a granola bar or some crackers. Other times, if a kiddo is just not feeling good which can be shown by bad manners, outbursts, etc. if there is no work that is important to get finished, I will let them lay their head down or go lay down on the carpet.
DeleteSHARE:
ReplyDeleteS - support of the whole child. This means addressing all of the needs of the child - social, emotional, and health related. If those needs are not met, then the academic needs will not be met either. We need to find out what the child needs, develop relationships with the parents and try to find partnerships in the community. If we can take away or alleviate some of the "real world" pressures, then the student can focus more on academics.
H - Hard data: With good data, teachers can drive instruction to meet the student's needs. It isn't all just academic data though. It is also the "whole child" needs and staff strengths and weaknesses. When teachers use the data that is collected to improve their teaching and meet student needs, then student achievement will rise.
A - Accountability: Teachers must feel accountability to their students. We are accountable for their academic achievment and need to do all that we can to make sure they achieve. It sounds like having high expectations throughout the school is very important. We also need to make sure the school environment is better than the home environment (in cases where home might not be great).
R - Relationship Building: Students who have caring, positive relationships with their teachers are more likely to respect and work for their teacher. Not only do we need to build good, respectful, caring relationships with students but also with other staff members. Another key is to help students build relationships with one another so they can feel safe and secure in the classroom. They will be more willing to take academic risks in such an environment.
E: Enrichment Mind Set: Instead of thinking about remediation for our kids, we need to think of enrichment for them. When we provide emotional engagement, foster intellectual curiousity, and social bonding, kids will benefit.
It is pretty easy to see why academic gains will be present when this philosophy is in place. It puts the child's needs first in each one and holds teachers accountable for relationships, effectiveness, and enrichment.
I agree with you Rae Lynn, academic gains will be greater when implementing SHARE because the child and their needs come first.
DeleteS= Support the whole child
ReplyDeleteH= Hard Data
A= Accountability
R= Relationship building
E= Enrichment mind set
The acronym SHARE is an important concept to have in any building. The school system must support the whole child. If we are demaning everything under the sun from our students and they are stressed out from again not having their basic needs met you might as well give up. This would be like trying to start a car without gas. A child is the same way and without food, shelter, saftey, sleep, being clean the academic gains with these students will not exist. Hard data is also important when trying to access students. If no data is taken and the student is failing then the accommodations that are being tried and the lessons that are being taught in specific ways are not working. It is very important to take data often and use this data to help foster a better learning environment for your classroom. Accountability should be evident throughtout the entire school. Not only do the students need to be accountabile for their academic achievements but the teachers need to be held accountable for teaching the students the materials required by the state of Kansas. This is an important factor to uphold for true dedication to the educational field. If the teachers are not held accountable and the students then they have no reason for teaching or being taught. Relationship building is a crucial aspect to have in any school system. If teachers are not a part of the school system just a body that shows up the school system will not run as smoothly as it could. Each member of the staff needs to be vested in the students, staff members, and the community. Everyone needs to work as a team inorder to create a building that will work together and stay together. I know that this is hardly every seen school wide. But, wow what if it ever was. Could you imagine what could take place. Finally, enrichment mind-set is important in order to create a classroom where students can and will feel successful. It is important to have this environment for all students to gain success. Teachers must break out of their comfort zones and teach all students at there levels of learning.
I really don’t like repeating the others who previously posted their comments, but SHARE is: Support the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind Set. In all research I’ve read, not just this book, relationships seem to be the key in helping students feel like they belong in a situation – whether it’s on a team or in a school. Lack of relationships is one of the key factors in predicting whether a student drops out. The whole person needs to be supported and their basic needs must be met before students can focus on academics. When we look at implementing changes, hard data needs to be examined and analyzed before the decision is made as to the changes needed. All decisions for changed need to be data driven. Each of us is accountable to the plan for implementing change. And, without an enrichment mind set we will get more of what we’ve gotten from student in the past.
ReplyDeleteJerrie, I think one of the things that special ed teachers probably do really well is building relationships. It seems like there are always a few kids who need a little extra when it comes to relationships. That's kind of what keeps me in special ed. I have thought about moving to a classroom every now and then, but there is always a specific student that I feel responsible for, not necessarily in teaching (although certainly I am responsible for that too) but for the relationship we have built.
DeleteI think your comment about each of us being accountable to plan for implementing change. I often get into the mindset that change happens. But when we want to make a significant change for the better, we need to plan it out and actually implement it. Thanks for that insight!
DeleteI second the observation that many special education teachers are good at relationship building. Those I personally view as some of the best have stories of students coming to them because they see what they have done for others, or having other students refer their friends for help.
DeleteI agree too that sped teachers are good at building relationships. I try to make sure to build relationships with non-sped kids too, so they will not be afraid of "catching something" from the sped kids. I open up my classroom for study hall for anyone who might need extra help or just a quiet place to come to do work.
DeleteS-Support the Whole Child
ReplyDeleteH- Hard Data
A- Accountability
R- Relationship Building
E- Enrichment Mind-Set
By ‘supporting the whole child,’ we become more aware and understanding of a more complete picture of the child. This may involve addressing academic challenges, as well as social, emotional, and health-related issues. We take into account what goes on at school, as well as what the child is going through and how he/she is living outside of school. By consistently generating high-quality, useful data tailored specifically towards your own school, rather than relying solely on district/state testing results, immediate feedback is able to be provided to both students and teachers, allowing instructional decisions and learning strategies to be modified as needed. Having school staff who are accountable for their actions limits the blame and excuses that can arise from receiving less than acceptable results with a particular task. Building relationships with students can help to foster secure attachments that may prevent students from experiencing long-term physiological, psychological, and sociological consequences later on. By taking on an enrichment mind-set, you are moving away from the thinking of “Oh, those poor kids,” to focusing on what can be done to maximize students’ (and staff members’) potential.
Tammi~
I agree with your statement that relationship building is crucial. I’ve worked with several students who say their most difficult class is math (for example), but then turn around and tell me that their math teacher is their most favorite teacher. So I ask them, “Why is that teacher your favorite? You just told me the thing you like least about school, and struggle with most, is math.” They always respond with something like, “Even though I don’t like it, he makes the class fun for me,” or “She gave me her cell phone number if I ever have problems with anything,” or “He comes in early/stays late to help me when I have trouble with my homework.” I know of teachers who have even bought prom dresses for poorer students, or provided supper for a child after school while they were helping the student with homework because they knew the kid probably wouldn’t get to eat at home. I’m always thankful and amazed at the kindness and generosity exhibited by educators like these.
Jerrie~
I agree with you when you gave the example of being on a team and talked about relationships being a key part to helping students feel like they belong. I know of students who struggled in school and weren’t involved in extracurricular activities, but then for some reason decided to try out for a sports team, or for dance, etc. My first thought was always, “Oh geeze… How is this kid going to keep up with school now???” However, for the most part, those situations have typically turned out for the better, with the student thriving after finding this new identity.
I think some of the smaller schools struggle with being able to offer diversified clubs (funding is always an issue) but are trying to support any and all interests - -like bowling, Spanish dancing club, SADD, FCA - -whatever will help that student make a connection with others to keep them in school.
DeleteI've wondered too about being able to offer extracurricular activities for more diverse interests, and how we could be responsive to those I've heard kids ask for, like soccer or martial arts.
DeleteI don't like it when teachers use the phrase "those poor kids" that mind set is one of failure to me.
DeleteDana, that is right on!!! Nothing makes me madder than to hear a teacher say something like if they weren't from so-and-so family! If the kids are held to a higher standard and are allowed to reach their highest potential with teacher support, they can do better than their situation. All the time, I talk to older kids about not settling for a simple life, be better than what is expected of you.
DeleteSupport the whole child--
ReplyDeleteAgain going back to the hierarchy of needs, if a child is tired, hungry, sick, scared, etc. he/she will not be able to attend to learning until their basic needs are met. I often give snacks to students in my room and it is amazing how their attention and on task behavior increases with so little effort. I had a student last year that needed a nap. Without it we got nothing out of him the entire day. If he had an hour nap he was with us and trying to work for the rest of the day.
Hard Data-- It is so important to individually assess essential skills. This cannot be accurate if it is only once or twice per year. It is also important to assess properly. If you are assessing math for a student who cannot read, don't make the entire assessment on story problems. Another factor in data is progress monitoring, you need to see where your methods are failing or succeeding.
Accountability-- In any job you have accountability. If you are a secretary and send a letter out with incorrect information you will be held accountable. The same should be true in teaching. In fact in our position the outcome of our efforts is so much more important. The future success of theses children rests squarely on our shoulders. Unfortunately many teachers do not hold themselves accountable for how their students' succeed. I like to know at the end of the year that I did everything in my power to help my students make the highest gains possible.
Relationship building-- This is true for everyone. If you feel that someone dislikes you or feels that you are unimportant, you are less likely to do things for them. And you certainly won't put your best effort into it. The same can be said for your students. We are not here to be their friends, but we can show them that we care and that their education is important to you.
Enrichment mind-set- For so many teachers, teaching was drill and test and lecture and test some more. Research shows that a very small percentage of the population learns well that way. There are so many ways to add enrichment to your teaching. Instead of looking at pictures of plants and leaves, go on a nature walk. If kids can see the actual plant, touch and smell it, the more likely that lesson will stay with them in long term memory. When I taught 4th grade I would assign "student teachers." The student would take turns learning a concept and then they would in turn, teach it to peers. I found that the "teachers" learned the subject better because they wanted to teach it well, and the students gained more because they were more respectful and attentive as they had the experience of being the teacher.
All of the components of the SHARE acronym Are like puzzle pieces. When we have all the pieces and put them together we have the key to unlocking a student's potential.
Enrichment - -I love your idea of "student teachers" because it helps all kids involved. I think elem teachers do a better job of being multi-modal in their teaching while high school teachers continue to be more lecture/test oriented. With technology, I see that improving some but think we still could improve in my district.
DeleteI love the idea of these working together like a puzzle. It is so true that we need to use all of these strategies to see the full potential of every student!
DeleteI like your example of the puzzle! All the pieces have to fit together to help the child.
Delete~~Tammi-- Yes it is so important to be able to break out of our comfort zones, but that is easier said than done. BUt we also have to know how to nudge our students out of their comfort zone too.
ReplyDeleteRae Lynn-- One thing that stood out to me was your mention of community partnerships. It is so important to have the help and support of our communities in the school. So much more can be accomplished when we share the load.
SHARE is an acronym that stands for Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind-Set. Support of the whole child is not merely shoveling the academics down their throats, but looking at the situation the student comes from as school day begins. If the student is physically hungry, provide food. If the emotional tank is starving, fill it up with accolades. Data can be taken and the differences can be seen when the whole child appears in your classroom vs. one that is being neglected in one fashion or another. It's an amazing transformation in those kids that know you care. It goes a long way in building a healthy student. However, adult mind sets need to be changed/enriched before we can build those relationships.
ReplyDelete~Tammi, You are so right about comfort zones. Most teachers don't even know what poverty looks like or what it feels like. Those of us that have made home visits are still getting only a slight glimpse of what kind of environment our students come from. What lessons could we learn. Empathy is an understanding that teachers should express and share.
~Jerrie and Rae Lynn have outlined the common factors of sped teachers and paras. My husband says that I do mission work. And we do. Fortunately we can come together once in a while to get our tanks refilled.
Stephanie, I agree with your husband that SPED teachers do mission work. We have a wonderful opportunity to effect our students and their future in a positive way! It is important to get our tanks refilled....thank goodness for Christmas break! And fellow colleagues!
DeleteSupport of the Whole Child
ReplyDeleteHard Data
Accountability
Relationship Building
Enrichment Mind-Set
Support of the whole child involves social, academic, emotional, and health needs of the child. Not only are educators there to address the academic areas, but also the social, emotional, and health needs. If a child is lacking in one area, it could affect all of the other areas. Hard data includes ongoing assessment of high quality data and providing immediate feedback to students and teachers. Teachers need to be accountable for their students who are not making progress. Relationship building is important for students with peers, caregivers with their kids, school staff, and teachers with their students. Enrichment mind-set changes the teacher's thinking from remediation to enrichment.
The SHARE framework will help benefit outcomes because it puts the children first. It focuses on the kids and ways to help them acheive.
I think it has been said time and again on this blog, PUT kids first. I think when we follow the SHARE framework that is what everyone will be doing. In addition, I think when we put the children first we show the parents how much we care and want their children to succeed.
DeleteSupport the Whole Child
ReplyDeleteHard Data
Accountability
Relationship Building
Enrichment Mind Set
The author of this book feels like these are the 5 most important factors when trying to create a successful school environment with increased academic success being the goal. Each area pushes students, teachers and administrators to be purposeful in the learning process.
By supporting the whole child, the district is digging deeper into students needs - not just the basic needs of their kids - but also tutoring, life skill training, medical care, child care. What will it take to support each specific child?
Hard data is key - especially when districts are able to create their own valid, meaningful data on each student and track that progress. Also keeping data to track teacher's progress- -learning is a life long process and the practice of teaching evolves as new research is presented.
I also love the idea of shifting thoughts from "remediation" to "enrichment" to foster a love for learning in whatever interests each student.
I also like the idea of giving a child a love for learning. I believe when a child gets a love for learning they will be more likely to show their curiousity and attempt to find answers to their questions.
DeleteSupport the whole child
ReplyDeleteHard Data
Accountability
Relationship building
Enrichment mind set
Academic success can be achieved when a school can support these 5 factors. Supporting the whole child is important because children from low SES have gaps and needs in many areas of their lives and to support these will help students be ready for their day and at their optimum potential. For meeting the academic gaps, it is imperative to use hard data. Teachers and support staff need to be accountable for their role so they are being the best part of a team. Relationship building makes a strong team all the way around. Enrichment mind set is necessary to change how we view education and what standards we need to be focusing on.
Bhoryna- It is amazing how being personal with students and caring can make hard subjects bareable for them..especially math. That is still a hard subject for me!
ReplyDeleteJerry- The use of the term "Empathy" is such an important word in education-especially in schools with low ses students. It will make all the difference in how we were as a team, utilize data, and develop enriching activities.
SHARE stands for: Support the whole child; Hard data; Accountability; Relationship building; Enrichment mind-set
ReplyDeleteSupport of the Whole Child: Meeting a child’s basic needs of food, shelter and physical well-being are essential to allowing them to learn.
Hard Data: being willing to look at data that says what is working, what is not, what is this child’s learning style, etc. allows schools to tailor learning to individual needs whether they have an IEP or not and it gives schools the opportunity to leave behind practices that aren’t working.
Accountability: Teachers who hold themselves and each other accountable to teach with high expectations purposefully engaging students.
Relationship building: Building relationships with students builds understanding, trust, and a sense of belonging (all things which are sometimes lacking in high poverty households). It also gives students a stable adult role model in their lives.
Enrichment mindset: believing that each student CAN succeed and striving to provide the best possible learning environment that meets the needs of the whole child.
Support of the Whole Child
ReplyDeleteHard Data
Accountability
Relationship Building
Enrichment Mind-Set
The SHARE acronym stands for the 5 characteristics from the list of 20 characteristics of high poverty, high achieving schools. By implementing wrap-around services that include health care and counseling services for students, they are more able to focus on academic achievement. When teachers use hard data to drive instruction, student learning is more focused. When the teacher can pinpoint test data that shows where a student is lacking and where that student is excelling, it’s easier to tailor instruction and activities. When teachers buy in to the program and adapt teaching practices, schools will achieve success. When staff members focus on building relationships with the students, students are more likely to succeed and less likely to drop out. When schools develop an enrichment mindset that focuses on fostering intellectual curiosity, emotional engagement, and social bonding, schools will begin preparing students for life.
When all of these characteristics are implemented, the school can go from a struggling school making excuses about the numbers of students in poverty, to a school that is excelling by helping its students succeed, regardless of the number of students in poverty.
I feel like I'm repeating everyone too. SHARE is an acronym that stands for Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind-Set. Supporting the whole child reminds me of Maslows Hierchy of Needs - if a student is hungry, tired, doesn't feel safe (physically or emotionally), they aren't ready to learn. We can impact those things while kids are at school. If we look at hard data, sometimes we see a different picture than what our "guts" tell us, and can make more rationed decisions about what is working and what direction to go next. Accountability works when it changes the focus from blame when something doesn't work to personal action steps to make it go better next time. Relationships help us know what kids really need so it can be addressed and helps kids want to be in school when they know that the adults there care about them. Moving the mindset from remediation to enrichment, helps kids to see others aware of their potential - the positive kind of self-fulfilling prophecy.
ReplyDeleteSHARE stands for the following: Support of the Whole Child, Hard Data, Accountability, Relationship Building, and Enrichment Mind-Set. Each of the following factors interrelate to provide success for students and create high achieving schools. Each child has many issues that affect their learning. When a school can offer support for these issues (like nutrition, health, safety, and others) and these needs are being met for the children--then the child is able to learn. Schools and staff need data from a variety of sources to show how students are doing and what students needs to continue their learning. Schools and staff also have to make a commitment and take responsibility for helping all children to learn. Building relationships between students, students and adult, between adults is integral for the well being of our students. As an early education teacher it is necessary for me to build a relationship with the parent, with the student and with the preschool teacher. If anyone of these are left out, then my effectiveness is greatly diminished. Providing enrichment gives children a sense of their self-worth and what they are capable of doing.
ReplyDeleteSHARE stands for Support of the whole child, Hard data, Accountability, Relationship building, Enrichment mind-set. I feel that if effectively implement all of these factors, that all children will successful. If you support the child no matter where or what they have come from, they will feel safe and will be willing to work hard to learn and gain knowledge. I don't feel that one factor is more important than another, they all go hand in hand to provide a safe productive learning enviroment.
ReplyDeleteS - support the whole student
ReplyDeleteH - hard data
A - accountability
R - relationship building
E - enrichment mind - set
By implementing these I feel that I become a better teacher and person. Everyday I try to build relationships with parents and students to help them to achieve success in the classroom and beyond. My students know that I am not going to do the work for them and that it is their responsibilty to do the work. I will help, but they need to learn the material. I am constantly trying to enrich them by teaching material they might not normally think about. I am teaching the Wizard of Oz right now. If I didn't teach it these students would never read it on their own. We need hard data to show how our students are improving. We can support the whole student by working on the areas.
So I'm going to be different and not list what everyone else has listed.
ReplyDeleteThe support section is taking care of all the needs of the student/child. If someone is out-of-sorts it is really hard to get work out of them. So if basic needs are met, academics can be focused on.
The data part is what is happening more and more with the new state core curriculums and tying teaching to those tests. The MAPs test is given in our district and as far as I know, I am the only teacher who takes their scores and looks at the DesCartes information to see where the kid is and where we need to go.
I try everything in my power to help kids succeed in the classes in my personal classroom, plus when they need organizational skills or study skills, I attempt to teach them how to do that. I hold myself accountable if my kids don't get approaching standards or above on the state assessments. My room is filled with books and materials that I can use as a reference guide to reach all my students in as many different ways as possible.
If you don't have a trust relationship (like I am experiencing with my administrator) it is really hard to show respect or want to be around people whom I don't trust. Kids are no different. If they don't respect teachers due to whatever reason, it's really hard to get work out of them.
All books we read in my reading groups are started off with a short movie to introduce the topic because (I'd say) 85% of the time the kids have no idea about what they are going to read about. I try to enrich everything that we read in here by showing movies and using other non-fiction books to get them curious about something.