What to Do with Failing Students

Why does failure bother teachers so much? When the student fails, we feel we have failed.

Over the years I have found that one of the biggest problems my colleagues have is the feeling of personal failure that comes when their teaching doesn't work, when they teach, but some students just won't learn. I always encourage them not to ignore the problem, but instead to make it their responsibility to try to help those failing students find a way to succeed. Success does not always mean passing a class or even learning the material. Sometimes it means students must learn other lessons about themselves and how to work in school and the world. Sometimes the results of your work still seem negligible or even negative, but trying to help is our solemn responsibility. Looking at the whole student and trying to help him learn how to accomplish his goals or choose other goals is a major part of our jobs. What is failure? Failure is when a student doesn't leave the class knowing more than when he entered. There are many types of failing students. They all deserve our help.

Helping Students to Succeed: A Twelve Step Program

1. Identify failure early and act on it. This includes getting evidence of students level and abilities within the first week of class through testing, in class writing, and interviews.
2. Confront the student privately with facts (test papers, lack of study and homework, class requirements including time, etc.). Many students are anxious to deny there is a problem. "Don't worry, teacher. No problem." Be specific and blunt. " There is not a single correct sentence in this composition." Also use your good judgment. Some students need this more than others.
3. Get the student to verbalize her own problem and identify causes and solutions. Don't allow the student to minimize the problem. Analyze the problem with the student. This self recognition is the key to any self help program. The student must recognize the problem and decide she wants to fix it.
4. Listen. Be honest and direct in your responses. Offer respect and encouragement. Listen and look with great attention. Look at the distance a student holds the book from him as he reads. Listen to what she says about her study time. Let the time you spend with this student be exploratory. You may have only seen symptoms of the problem, but not have any idea of its source.
5. Help the student create a plan of action with realistic goals. Help her to move back to a reasonable starting place. Help her develop steps to reaching her goal. Don't guarantee her a passing grade. Offer her a chance to make progress.
6. Make sure the student adopts the plan as his own set of goals and responsibilities. Let him write or articulate his plans. Check carefully to see if you are on the same track. Make sure he includes his own ideas.
7. Follow up on the plan daily or each time you meet. Let the student know you are interested in her success. Congratulate her on daily successes in front of others if it's appropriate. "Your grammar was much better in this paper." "This is your highest grade this term." Your reinforcements can become less regular as the student improves.
8. Remind the student of his goals. Be positive, but firm. Don't reinforce the student's bad reputation. Don't make negative comments in front of the class, but do ask him to come and see you. He may need help. Watch for backsliding. Old habits are hard to break.
9. Be a resource. Offer or locate additional instruction and materials at an appropriate level. Keep files to help you come up with materials easily. Peer tutors are another valuable tool. Know what other classes and community resources are available to help a student in need.
10. Vary your approach to help keep students interested and to accommodate varied learning styles, and intelligences. Give your failing student a chance to shine. Don't lower your standards to accommodate a student who is "working hard." Your whole class will benefit from this step.
11. Acknowledge growth even when it does not include passing a test or class. Make sure you spend time with that student before she receives an F on a major paper, a test, or the class. A minute before class begins is all it takes to say, "Those passive verbs are still really hard for you, but I could see you worked on them. Let's try again." Once again, let the student verbalize his own growth. "Do you read better now than you did nine weeks ago?" "Yes, I do. I know more words, and I read better." Don't give a student a passing grade for trying hard. It only takes her to a harder, more impossible level.
12. Keep a professional outlook. If you have followed this plan, you have done your best. The student is responsible for his successes and failures.

我在几年前读到过这篇文章，当时尝试着翻译了一下，有很多地方弄不准确，现在把它贴出来，恳请指导！
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为什么失败是如此地困扰着教师们？当学生失败的时候，我们也觉得已经失败了。
多年来，我发现我的同事们面临的最大问题就是当他们的教学未见成效时的个人失败感，当他们努力上课时，然而总会有一些学生不会去学。我经常鼓励他们不要忽视这个问题，相反地，要负起责任去努力帮助这些失败的学生找到一条成功之路。成功并不总是意味着通过了一节课或学会了某个材料。有时候，它意味着学生们必须掌握其他诸如关于自己以及怎样在世界上和学校工作的课程。有时候你所做工作的结果看起来仍然是不被重视或者甚至是消极的，但是试图去帮助他们是我们义不容辞的责任。着眼于全体学生并且试图去帮助他们学会如何达到自己的目标或者选择其他的目标是我们工作的重要组成部分。什么是失败？失败就是一个学生在一节课上完之后，他所知道的东西并不比他进入课堂时多。失败的学生有许多种类型。他们全部都应得到我们的帮助。
帮助学生走向成功：一项12步计划
1．尽早诊断失败并采取措施。这包括在开学的第一周之内通过测验、课堂写作、访谈等形式摸清学生的水平和能力。
2．私下地使学生们知道这些实际情况（测验的试卷、缺少学习和家庭作业，课堂所需要的东西诸如时间等等。）许多学生都会急切地否认这是一个问题。“不要着急，老师。没问题。”“在这篇作文中没有一个正确的句子。”同样需要你良好的推断能力。一些学生需要这些甚过其他。
3．让这些学生去描述他们自己的问题并找出原因和解决的办法。不要使学生小看这些问题。让学生分析这些问题。这种自我认知是任何自我帮助计划的关键。学生必须认清问题并决心去解决它。
4．听。你的反应应直接而真诚。给予尊重和鼓励。带着极大的关注去听和看。观察学生在阅读时书与身体的距离。聆听她谈论她的学习时光。事先安排好你与这个学生共度的时间。你可能会仅看到问题的征兆，但对它的根源一无所知。
5．帮助学生建立达到现实目标的行动计划。帮助她回到一个合理的起点。帮助她制定达到目标的步骤。不要向她承诺给她一个及格的等级。给她提供一个取得进步的机会。
6．确保学生采纳了你的计划并把它当作自己的目标和责任。让他写下或清晰明白地说出他的计划。仔细地检查看看你是否在同一条轨道上。确信包含了他自己的想法。
7．每天或每次你遇到他的时候都询问一下计划执行的情况。让学生知道你在关注着他的成功。如果合适的话，在其他同学面前向他的每天成功表示祝贺。“在这次小论文中你的语法更好了。”“这是你这学期最高的等级。”随着学生的提高，你的帮助会大大减少。
8．提醒学生记住他的目标。积极而又严格。不要强化学生的坏名声。不要在全班同学的面前发表消极的评论，但却要让他经常来见你。他可能会需要帮助。监视倒退。旧习惯很难打破。
9.建立资源库。提供和寻找一个适当水平的额外指导和材料。记录档案以便使你很容易地拿出材料。同伴指导教师是另外一个比较有价值的工具。了解帮助一个学生所需的其他班级的和社区的可以利用的资源。
10．使你帮助的途径多样化以保持学生们的兴趣和适应不同的学习风格及智力水平。给失败学生一个闪光的机会。不要降低你的标准以适应一个学习努力的学生。你的整个班级将从这一步骤中受益。
11．即使学生没有通过一次测验和一节课时也承认他的成长。确保他在一次重要的作文，一次测验或者一节课中得 “F”之前就花点时间在他身上。在上课前的一分钟可以这样对他们说，“这些动词的被动式对你来说仍然是很困难的，但是我能够看见你在继续学习它们。让我们在试一次。”再一次让学生描述他自己的进步。“你的阅读比9个星期之前好吗？”“是这样的，我知道更多的单词，并且我阅读得更好。”不要因为一个学生努力学习就给他一个通过的等级。那将会将他带入一个更艰难，更不可能的级别。
12．坚持专业的见解。如果你遵循了这个计划，那么你就尽力了。学生就应为他自己的成功和失败负责。

原文地址：http://behappy.blog.edu.cn/