Case Study Response 2

This is a second and further response to the first case study. This included cumulative documents from several students of both schools. We were to analyse these documents and discover a way to use them and create support teams. We were also supposed to use these files to determine any factors that might contribute to student success, failure and issues at home.  

The first reaction of the planning meeting was that it seemed to be well thought out. It was set in a welcoming room that was full of cultural information that showed the Prairie View staff what BRFN High School and the community was all about. My first reaction to the scenario all together was fear. I was afraid that things would go wrong with the students and the teachers. On the first day of reading about the case study I was afraid for the merger. But after reading about the meeting and all the information about the students I realized that things were under better control than I thought. Even all the warnings about the obvious problems were not a worry. There was so much documentation and paperwork on the issues that it seemed that the teachers and staff truly cared about the students.

                

Concerns about planning start with logistics. How will all of these students fit inside one school? Compromise will have to be made by both sides, but particularly the Prairie View staff and students. Even if, as a whole, they approached this merger with a positive attitude, there will no doubt be some sore spots and topics among the Prairie View members. The students may feel their space is being invaded, which is often an issue with teenagers. They require their own space. When they are being forced to share what has been theirs for years there will most likely be some resentment toward the Buffalo Ridge students. There may also be some racial issues underlying in both groups. Living in such a close proximity to each other the whole time indicates that they have most likely had relations with each other in the past. These relations could include competition in sports and academics as well as social rivalries. Forcing these students to work and learn together could end poorly, especially with the more senior students who have already developed relationships and cliques.  There would be less of a worry for the freshmen students. The combination of the two schools could yield negative results because of physical and social reasons. Both of these aspects would need to be monitored and addressed at the start.

One way to address the social issues would be to make sure the students are combined in the classrooms. There should be no segregations between and within the classrooms. This responsibility would first fall to the vice principal, who is traditionally in charge of the time tables. This person would need to be sure to combine the two groups of students within the classes. Next, the classroom teachers would need to make sure the student groups are mingling. This would be difficult at first because the students may be against this idea. Perhaps a retreat or a workshop could take place before term begins to allow for the students to get to know each other. The classroom teachers should avoid allowing the students to choose their own seating and partners for group work. Usually ends poorly, even in average situations.

The logistical issues would need to be addressed carefully, and they would most likely require large amounts of money. The first fix would be to get portable classrooms that fit onto the ends of the previously standing building. These could be used to add more classroom space as well as hall ways for lockers. They could also be used to add a student lounge. This area could be a safe place for all the students to share. It would also be nice for the students (especially the BR students) who have to take the bus home. If they miss the bus, or have an after school activity they may have to wait for someone to pick them up from the school. If there was somewhere for them to sit, eat, do homework and relax this would make the school a more accepting and comfortable place. It would also be a new area that would be on neutral ground. There would be no ownership or discomfort for either group. It would be important, however, to make sure that this area was in an open space, so that it could be monitored.

Addressing the needs of the individual students would be done best by including them. Instead of finding out what each of the individual students need and only helping them, make these adjustments and programs available for everyone. For instance, several of the students have issues with food. They either don’t have the food at home or don’t have the time to make it because they are care givers or for other reasons. Jeni has these issues. She lives in a house with 13 other people. It is doubtful that her basic needs are being met. There are other students who have issues focusing, and Cody lives alone and is sometimes unable to feed himself. It would be very helpful to have a breakfast program in place for these students, and all others. Regardless of social standing, it is difficult for all teenagers to get up and eat in the morning. Instead of segregating the students who have been profiled and monitored, offer a breakfast program to all the students. If money is an issue, ask the parents to donate food on a rotating basis, compensating for the students who have monetary deficiencies. Sharing a meal in the morning could also be a great way to get to know one another. The students now have common ground on which to bond.

Some of the other common issues are that the students have difficulty focusing or keeping up because they are absent. The first step to help the students understand what is expected of them is to get organized. Have a calendar with all the assignments on it so the students know what is due when. At the beginning of term, the teachers should also provide a run-down of the unit. This will help students like Bo to understand what is needed of them. They will be able to understand why the unit is important if the teachers are honest with them. Don’t just assign work, make sure there is meaning in it.

Many of the student profiles indicate that they need to have graphic organizers and to have visual assignments and assistance. This would help these students learn but it would also help the whole school get organized and meet deadlines. The next step is to teach with differentiated instruction strategies. One way could be to break down assignments into smaller chunks. This makes it easier for the students to understand what needs to be done. It also makes the assignments less overwhelming and easier to complete if a student starts falling behind. For example, Vaugh is away playing hockey. Giving him small assignments to do on the road is an easy way to keep him at the same place as the other students. He can then finish the rest of the assignment at school where the teacher is available to help. This is true for all students. They can take small chunks home for homework and to the parts they don’t understand or didn’t have time for at school.

My initial response to this situation was apprehension and concern. There are some many things to worry about with the students alone, never mind the building, staff and parents as well. I don’t think this apprehension would go away until the merger was complete and the students and staff were functioning well together. If they didn’t function well together the apprehension would only continue.  Something that would put me at ease would be to help organize the merger. Working with the students and trying to do my best would be helpful. It would be difficult to sit by at watch someone else do everything with no control over your future. That’s why I think it is important to have the students involved as well. The majority of them have just undergone a tragedy and the rest of them have to make adjustments. I’m sure the transition would be easier on everyone if we all had a say on what happens.