Culturize: Every Student. Every Day. Whatever It Takes.

by Jimmy Casas

It was also my job to help them acquire the necessary skills and strategies to improve their chances of not walking out as a prisoner of potential but rather as the embodiment of promised

expectations fulfilled.

I’ve identified three interrelated areas that either propel or inhibit a child’s success in school: Connection.

they do not feel connected at school.

unless we are intentional about creating connection with children, someone will fall through the cracks.

Capability.

When students overhear a teacher say, “I don’t think she can do this,”

they believe it and settle at a level of average (or below) rather than pushing to reach

when I struggled and wanted so badly to be able to show my teachers and professors I could do it; I just needed their help. I needed them to sit next to me and watch me as I struggled to read or complete my work so they could offer me guidance.

At the same time, I wanted them to share my excitement when I accomplished a task or completed a problem so they could see I was capable of doing the work with their support.

Confi...

The key to success for students is to build up their confidence to the level they believe they can learn or achieve anything they put their minds to. A growth mindset, complimented with a

Our students don’t need us feeling sorry for them. Empathy, yes. Sympathy, no. Keep pushing them, but continue to offer support and encouragement while doing

If we want kids to take responsibility for their own learning, we must provide an environment where their curiosity is nurtured and developed—where they want to learn simply for the sake of learning.

Are we going to hold someone who is not proficient, who is struggling, to the same level

of accountability as that of someone who has already mastered the content? Wormeli believes we shouldn’t.

Seek to understand why the student won’t do the work.

The reality is that no child wants to be a failure. What these challenged students are really saying is that they lack the skills and/or the confidence to be successful.

Are you honest with your students? Are you dependable in following through when you promise to do something? Are you available when you say you will be?

Do you demonstrate a sense of empathy when students hesitate to do what you ask or fail to follow through on what you agreed upon? Do you take time to ask questions when they let you down rather than make assumptions regarding the reasons why? Are you impeccable with your word?

Maintain ongoing communication with the parents whose children are struggling.

Recognize that it is okay to ask for help. Sometimes talking to the student isn’t enough. The

What we as a teaching team failed to do was get all six adults together in a room with the parent and the student and come to an agreement about 1) what success would look like for this student and 2) identify what support the student would need in order to be successful, including what role the student would

need to play in his own success.

Sometimes we must be willing to stand up for what we believe is right and advocate for those who don’t know how to advocate for themselves.

Compelled to Share

On the contrary, we must do everything we possibly can to ensure all students are receiving grade-level content while receiving the necessary one-on-one support to continue to grow and develop their literacy skills. A student who never receives grade-level content will never attain the level we all hope for them to achieve.

Start writing and keep writing your thoughts down on paper. Once you see your thoughts written down, you will be able to piece them together. Get the negative thoughts out of your mind and believe in yourself. Don’t be afraid of what others will think; everyone has something to contribute. Forget about what it looks and sounds like. Just write. It only takes one person to relate to your story. Honor your impact. Embrace your vulnerability. Give of yourself and don’t be afraid

share your story. Reach out to others whom you trust to “check you” back into perspective. It is normal to experience writer’s block. It happens to everyone, even the best writers. Write for you. Reflection is powerful and necessary for individual growth.

Listen to Students

While you’re listening to your students, be sure to ask clarifying questions to further understand their position.

Acknowledge—Successful people enter every conversation focused on the other person. Recognize that relationships with others are the most important factor in cultivating a culture of trust and influence.

Rectify—Strong teachers and leaders recognize that it is possible to stay calm

Communicate and model the importance of rectifying the dilemma—addressing the issue, not simply the symptoms—with the available resources. Rather than taking on more work for yourself by fixing a problem for someone, help the person find ways to make the best of the situation.

Move On—Effective teachers and leaders have a unique ability to accept their circumstances and move on rather than spend time and energy dwelling on things that are beyond their control.

“It’s not my job.”

behave in a manner that models a student-first mindset.

This kind of culture starts with the building leader and teachers creating a common vision and agreeing upon values that honor every student.

“Dealing with challenges isn’t worth the potential negative response.”

Students are the most important people entering our facilities. Students are not an interruption of our work; they are the purpose of it. We are not doing them a favor by serving them. They are entitled to our service. Students are not cold statistics; they are human beings with feelings and emotions like our own. Students are people who bring us their wants, and it

is our job to handle them as expeditiously as possible. Take care of the student; that’s why we are here. Author Unknown

Recognize What’s Going Well—

Change Student Behavior by Changing Adult Behavior—We

Reach Out and Call Someone—Devote

We know that many students struggle in school due to the 3 Cs: They don’t feel connected, they don’t feel capable, and they lack confidence. How can we effectively engage students so they don’t feel this way?

Core Principle 2: Expect Excellence

They recognized they were a work in progress. They didn’t consider themselves “experts” and valued the importance of learning from others. They didn’t define themselves as “model” teachers/leaders; they defined themselves as model learners. They never kept their heads down or “stayed in their lane” when it came to leading. They instead chose to push themselves forward in order

disrupt the status quo to bring about positive change for students, their school, and their community. They visualized the change they wanted for their schools. They understood that how they thought and what they believed could impact what their students and school could become. They didn’t shy away from challenges and never took a defeatist attitude. They stayed the course regardless of the arrows that may have come their way. They didn’t expect

everything to go as planned. They recognized that working in schools with kids was unpredictable. They saw student discipline issues as opportunities to both learn and teach self-discipline. When faced with adversity, they didn’t dwell on the negative; they approached it as an opportunity to educate others. They were mindful that how they modeled teaching a...

day, and the day af...