In working with our most
at-risk students in 6th grade, our nominee demonstrates an approach driven by empathy for her students who
struggle with low self-esteem as a result of their learning difficulties and
life experiences. Working with these students entails far more than academic
support. It involves tackling behavioral problems, truancy, low academic
performance, showing a lack of interest for academics, and expressing a
disconnection from the school environment. Our nominee has an innate
understanding of these barriers her students face, and she quickly began to
establish relationships with each student.
She is constantly seeking out opportunities to spend time outside of
their academic day to really get to know them and to demonstrate her genuine
concern for their well-being. Her calming, genuine manner paired with her
endless efforts to relate to her students has opened the door for her to break
through some of the barriers these students encounter. It is heartwarming to see
these adolescent students responding to instruction
instead of
giving up
or simply
not showing
up. This
is where
our nominee has embraced the
power of feedback with her students which is linked to the development of
conscious competence and is an integral part of engaging and effective learning.
It helps students understand the concepts being learned, points out their
mistakes, and gives them direction on how to improve or fill the gaps in their
learning without causing them to shut down. Their confidence, self- awareness,
and academic stamina have slowly begun to improve. She truly has a gift for
reaching at risk students who might seem to others as unreachable. She not only
has earned the respect of her peers, but she's setting an example that we all
should emulate.