Leanne Spengler, Human Development Specialist
Editor’s note: In the following article, Leanne shares with us a personal experience that echoes two success factors - a sense of belonging and personal attention - explained in Sheryl’s front page article on alternative schools.
I taught fourteen years in secondary schools, two of which were in an alternative school. There were fewer students in the alternative school so there was time and opportunity to nurture and support the students. About a third of our students were parents and on-site child care was available.As the year progressed, the alternative school gradually became an alternative family. The staff was able to model ‘parenting’ skills and students were able to practice within the school setting.
I remember talking in staff meetings about what was happening with a student in ‘family’ terms like younger brother/sister or son/daughter. The students caught on to the language, and I recall hearing one student refer to me as ‘grandma’ to her son.
I also remember conducting a class while holding a colicky infant so the mother could work on an assignment and a teddy bear parade through my classroom. Having parents and children in the school determined many of the student activities - Halloween costume contests, a visit from Santa at Christmas, and a picnic in the spring.
Looking back on the situation, being called grandma was probably an indication that we were an alternative family for at least one of the students.
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Nancy Flood, floodn@missouri.edu Consumer & Family Economics Specialist Putnam County University Outreach and Extension Center Last Update: May 23, 2001 |