Reaching Reluctant Learners

By Judy E. Knight, M. Ed. 

Many at-risk students are unsuccessful on state mandated tests. These “invisible children” are generally well behaved because they do not want to be noticed, but do not often have opportunities to respond to questions because they never raise their hands to become involved.

In an attempt to protect at-risk students from embarrassment, teachers sometimes allow them to stay uninvolved.  An individualized approach to learning is what these kids need –not a one-size-fits-all delivery system that requires all students to learn the same thing at the same time.

As an educational consultant, I have had the opportunity to travel, visit many classrooms, and observe teachers and students interacting in their learning environments. Studying these children and taking notes about their behaviors has been an eye-opener for me.  Over the last couple of years I have focused on at-risk students as I have modeled lessons in classrooms. I understand that these students have much to offer—if the learning environment is one where children feel safe.  As educators, we need to provide such an environment with opportunities for students to be active participants in each phase of the learning process.  I recommend using interactive learning strategies to engage students and make learning fun. For vocabulary instruction, for example, I suggest activities such as “Red Rover, Red Rover: It’s All Relative!”

Red Rover, Red Rover: It’s All Relative!

Materials: Index cards, marker

Preparation: Write words and numbers on index cards. Words might include parts of speech, math vocabulary, or any other vocabulary words previously taught.

Directions: Give each student a card with a word or number on it. Explain the directions of the game as follows:

1)  You must find at least one other person to be in your family, but you may not have more than 3 family members.

2)  You must be able to explain how you are “related.”

Example:  Three people matched up might have cards with the numbers 2, 48, and the words “even numbers,” or three people might have three even numbers (2, 12, 48). Three people may have numbers divisible by 7 (14, 21, 35). Students with words such as “huge,” “giant,” and “gigantic” might be in the same family with students whose cards have synonyms or
adjectives.   

Once students have matched up, the group will form a circle facing the center.  Each group must state how they fit as a family. The class must listen and decide if they fit and if they followed the criteria established. If there is a person who does not find a match, the person is allowed to say, “Red rover, red rover, let ____ come over!” 

For example, if a single person has a card with the number 16 on it, he/she could request for 24 to come over to be
in a family of even numbers/divisible by 4. If a team has too many members, another group must “steal away” members until all groups meet the established criteria prior to the conclusion of the game.

Variations/Extensions:   Change the criteria of number of family members. (Example: Must have at least 3 members, but no more than 5.)