4. ESTUDIO TÉCNICO
4.03 INGENIERÍA DEL PRODUCTO
4.03.01 DISTRIBUCIÓN DE LA PLANTA
Get to Know Students, Teachers, and Parents
Relationship Building
Instructions: Review your assigned guideline from Table 5 on pages 15 and 16 of Implementing with Fidelity. Prepare to share your guideline with the whole group.
Reflective Listening
One tool for building relationships is reflective listening. As a communication strategy, reflective listening is used to understand what the student is saying and can help students know that you are paying attention to what they are saying.
Three Levels of Reflective Listening
1. Repeating or rephrasing: Listener repeats what was said or uses synonyms.
2. Paraphrasing: Listener infers meaning by paraphrasing the essence of what was said or makes a restatement in which the meaning is inferred. 3. Reflection of feeling: Listener emphasizes emotional aspects of
communication through feeling statements.
Paraphrase, infer meaning
Types of Paraphrasing
■ Acknowledge and clarify content and emotion » You are thinking that…
» So, you’re concerned…
■ Summarize and organize by offering themes to organize several
statements or break up muddled issues
» You are mostly concerned about…
» You have two concerns…
■ Shift focus to a higher or lower logical level
» Shifting to a higher level names concepts and goals out of details. – So a goal here would be to…
» Shifting to a lower level grounds big concepts by specifying details. – So “fair” might mean…
(Garmston & Wellman, 1999)
Strategies to Enhance Paraphrasing
■ Paraphrases by the mentor capture the essence of the student’s content
and are shorter than the student’s original statement.
■ Mentors pause during conversations after the student has finished
speaking. Similar to “wait time” that teachers use in the classroom, pausing models positive listening behavior, slows the pace of the conversation to encourage thinking, shows the student that their
thoughts are worthy of contemplating, and gives the mentor time to craft a powerful paraphrase.
■ Avoid using the pronoun “I” when responding. Instead of saying “I think
you are disappointed” say “You are disappointed”. Removing “I” keeps the focus on the student instead of the mentor.
■ Resist the urge to solve the student’s problem. Resisting the urge to solve
the problem builds capacity in the student and encourages them to think of multiple solutions.
■ Resist the urge to ask questions out of personal curiosity. High-quality
questions probe for specificity and/or seek clarification from the student. The focus should be on the student, not the mentor.
Reflective Listening
Instructions: In teams of two, one person talks about something frustrating that they are dealing with (it can be anything). The other person will use reflective listening (paraphrasing). Switch roles so each person gets a chance to practice reflective listening.
Long-term Commitment
Introducing Check & Connect to Students
Mentors meet with students individually and begin with relationship building. They build rapport with non-threatening questions and explain C&C in a positive way, emphasizing that they are there to help the student be successful. Mentors meet with their student(s) each week and discuss “check” data, only after a relationship has been developed. A strengths-based interview can help with the relationship building process. (see Implementing with Fidelity, p. 97)
Introducing Check & Connect to Families
Mentors explain the C&C program and the team approach to helping students be successful. Mentors also encourage participation of the family and emphasize the benefits of a “systems” approach. (see Implementing with Fidelity, pp. 36-38)
Introducing Check & Connect to School Staff
The administrative team makes the initial introduction of C&C to the staff. Mentors follow up with individual teachers to answer specific questions and to offer support in helping the student be successful.
Identifying Strengths
Instructions: Read the assigned case study on the next two pages. Underline or highlight strengths/protective factors of the student, family, and school.
Jason Taylor is a 15-year-old African American male in 10th grade at Washington Public High School, a large, highly-rated school, in Urban City, USA. Jason enjoys playing basketball with friends, but he can’t play for the school team because his grades are too low. He also enjoys drawing, playing video games, and listening to music.
Jason lives with his mother, grandmother, and 3-year-old brother in a small apartment about 10 miles from his school in a somewhat rundown neighborhood. His family’s income hovers around the
poverty line. Because the district does not offer bus service, Jason rides two city buses for 40 minutes to and from school. In addition, he has only a few friends in his neighborhood who go to his school.
His mom works two jobs, one while he’s at school and one in the evening, so he rarely sees her. His grandmother takes care of his little brother during the day, and Jason watches him at night, so Jason can’t stay after school for tutoring. His mother and grandmother constantly encourage Jason to do better in school so that he can go to college, get a good job, and get out of his neighborhood.
Jason is often late to school, which starts at 7:45 AM. He misses most of his first-period Biology class.
Jason doesn’t cause any behavior problems and hasn’t had any office referrals for behavior at Washington High, but he has had multiple detentions and two suspensions due to his repeated tardiness. Jason’s grades are mostly Ds and Fs because he rarely turns in assignments. He does OK on tests and quizzes. Jason has passed the state exams in reading and mathematics. He has only earned 9 of the 12 credits he’s taken. Jason is currently re-taking 9th grade English and Algebra
I while taking his required 10th-grade courses including English, Biology, American History, and Health. He has no room in his
schedule for electives. Jason’s teachers describe him as unmotivated, underachieving, disorganized, quiet, not a problem in class, and polite. He doesn’t seem to interact with peers or adults in school very often.
Jason was referred to a Check & Connect mentor at the beginning of his 2nd semester in 10th grade due to poor grades, low credit accrual, and multiple suspensions.
Aria Martinez is an 8-year-old female attending 2nd grade at
Jefferson Elementary in Urban City, U.S.A. Aria has two older brothers in 4th and 5th grades at Jefferson and one younger sister who is three and not yet in school. Aria lives with her siblings and parents.
Aria’s family would be considered lower middle class. Both of her parents are high school graduates, but neither have any college
education. Aria’s father works evening shifts from 2:00 – 10:00 PM at a local industrial company and frequently picks up overtime night shifts from 10:00 PM – 6:00 AM. Aria’s mother works part-time three days a week at a local discount store from 10:00 AM – 4:00 PM, during which time her youngest child is watched by a neighbor who stays home with her own two children.
The family lives in an area of the city that is not considered safe. Mr. and Mrs. Martinez are not comfortable with their children waiting at the bus stop in their neighborhood, so they are driven to school each morning. The three siblings are late to school by 30-60 minutes almost every day. Mr. Martinez is often sleeping in the morning because of his late shifts. It is up to Mrs. Martinez to get all four kids ready in the morning and drop three of them off at school. Aria’s teacher and principal have expressed concern about Aria’s attendance, as well as her brothers’ attendance.
Unfortunately, due to her tardiness, Aria misses morning meeting every day, which is an important social time for students and time for them to learn about the expectations for the day. By missing morning meeting, Aria is not very connected to her classmates. She also requires a great deal of one-on-one attention to get caught up on what she missed. Additionally, Aria misses up to half of reading instruction, which is beginning to show in her standardized benchmark scores. Aria is now behind her peers in reading and starting to fall behind in math, as well.
Aria’s favorite class is music, and she loves to sing and play the
instruments. In other subjects, Aria is shy and quiet, keeping to herself and not interacting with peers or adults. When the class is gathered at the front of the room, Aria sits at the back of the group and frequently appears to daydream. She is not disruptive or a behavior problem, but she usually doesn’t participate in the class activities.
Due to her repeated tardiness and her slipping academic performance, Aria is assigned a Check & Connect mentor.