This essay details one teacher's struggle to reach one of his students. In taking time to get to know him as a person, what he does learn, while insightful, still left him with questions with how effective he was as an educator. Often times, it's the connections that students make and the understanding that they receive from others that make the most impression. At times, it is not the lesson plans they will remember, but the teacher who took the time to get to know them as an individual.
This Chapter titled "Reach: If you can't reach them, you can't teach them" discusses the importance of thinking outside of the box to get the attention of distractred, disinterested, or disruptive students. This chapter is part of the book How to Teach So Students Remember by Marilee Sprenger, available for purchase online.
Want to know where to start with building a better relationship with your students? This article showcases tips that may seem simple enough but could also be simply forgotten when trying to make connections with your students.
I can't tell you how many times building a good rapport with students has made reaching the most hard to reach student reachable, and the most disruptive student compliant. When working with students from disadvantaged backgrounds, this rapport is even more critical as they may not have the ideal support system in place to truly succeed.