Abstract

This continuation study on developing student initiative and independent learning explains the importance of self-advocacy and the path one grade 7 class took to improve these skills. It was designed to help students "take charge" of themselves to improve learning and achievement as well as to help the teacher run an effective classroom. It is a detailed explanation of the reasoning behind the project and the actual process. It describes the feelings, the growth, and a few of the problems that the teacher and the class faced throughout the year as they became their own "learning specialists".

Philosophy

Teaching is definitely a career that requires many hats. It is the very definition of multitasking. The paradigm can be overwhelming when spinning out of control or an energizing, exhilarating experience. An effective teacher must lead, communicate, listen, negotiate, earn respect, give respect, care, discipline, instruct, use a font of information to educate, and believe that all their students have the ability to move forward.

It was because of these hats that I decided to continue and extend a previous action research project with grade 7 students. The previous study was on improving student initiative and independent learning. I wanted to develop it further to help students build self advocacy skills. I believed developing students' self-advocacy skills was two sided. One side would enable me to be an effective teacher for my students; the other side would allow my students to develop skills they would need as they moved up and into high school. I thought that if we could work through a process to develop these skills we could definitely have a win-win situation for myself and my students. With this in mind I needed to come up with a plan. I asked,

"How can I help students develop self-advocacy skills so their specific needs can be met or accommodated?"

My first step was to take a look at the things I already knew and believed. I have experience in all four divisions, in regular classrooms, special ed classrooms and as a Learning Resource Teacher (LRT). It was these experiences that contributed to my opinions on division expectations, delivery of content curriculum through a rotary system(students move to subject-specific teachers), classroom management, and the transition to high school.

I feel each new division traditionally means higher expectations along with tougher curriculum.Students who are involved in a rotary system require independence, initiative, problem solving, a commitment to homework completion, and other key learning skills that may not be intrinsic to each student. The first year in a rotary system, grade 7 for my students, is the most difficult. The rotary system itself requires learning and practice of specific skills separate from the learning of the actual curriculum. There can be difficulties working with more than one teacher. Students require time to develop skills and confidence to deal with more than one set of expectations.

Positive classroom management in any grade 7 classroom is a juggling act which requires clear expectations, consistency, trust, understanding and a positive rapport with students. This can only be achieved if the students and the teacher are able to build these things together. It requires time that may not always be available.

I needed to help my students prepare for the challenges of high school. I believed those challenges to be academic and social. The high school setting can be very intimidating. The actual space is unfamiliar and much larger. The number of students increases dramatically and in some classes students may find themselves alone not knowing any other student. The rotary system can make it difficult for students to make connections with teachers. There is not one particular teacher tracking different things for the students and thus the need for independence in almost all aspects of their lives is critical for success. I knew this could be an overwhelming challenge even for some of the strongest students.

The difficulty with the transition to high school also involves adults, teachers and parents.Many teachers are able to make accommodations naturally; others find it more difficult, perhaps overwhelming depending on the subject taught or their own experience. Many high school teachers are not able to review all the supporting information sent from the elementary schools. The time it takes to get to know their students is considerably longer than in elementary school because they may have 80-100 students in a day and then each student for only 75 minutes at a time. Making positive connections with students is difficult because it takes time that is often not available due to the circumstance of a rotary system. Some teachers are just not willing to accommodate their students. They feel that if the student is in their class they should be able to function according to the rules and expectations in their particular class.

At the same time that many students are struggling with their new environment parental involvement or support at the school level lessens. Parents may back away from their child thinking that their child doesn't want/need their involvement or that they need to talk for themselves. Or perhaps they think that the story is old and they fade away accepting the difficulties that their child has been dealing with over their entire educational experience. As well I think that occasionally, teachers may not be able/willing to listen to parents about their child's needs or that it may be inappropriate for the parent to be speaking for their child.

With that said, I do believe that teachers are very caring, personable people and that if a student were to stand in front of them, accept responsibility for required expectations, explain their difficulty, and then give the teacher the solution to the problem I could not believe that the teacher would deny that student the opportunity to succeed.

I thought that developing self-advocacy skills would help me run an effective program which would benefit my students. I felt that if they were going to grow in this area and were going to see the benefits of self advocacy, I would need them to buy into my way of thinking. I would need to take a look at their perspective.

At this point in my project, I became cognizant of a very important fact that would affect this extended study. My class dynamic was different from last year. I had a smaller group. The behaviour was more settled which at a first glance was good but also had a down side. The students did not question rules. They did not speak up for themselves. They were easily led, which from one point of view is fabulous but to promote self advocacy it presented some challenges. In an open conversation with the class, I asked my students if they thought it was easy or difficult to be their age. Did they think they had opinions that could make a difference? Could they possibly be the experts about teaching or planning for their needs as grade 7 students? Could it be that they would know more about themselves than the people who were making the rules, planning the activities and saying what was important?

The class was in awe at the prospect of having a voice. The looks and the blank stares said everything. The students did not feel that adults would listen to them and that they were not going to be taken seriously. Some felt that it would not be worth trying because it wasn't going to work.

"I don't think that adults would listen to us. They think we are just kids and thatwe don't really know what we are talking about. They don't take us seriously. I don't know if it is even worth trying because it probably won't work." -Jessica Grade 7 student

The students did, however, agree that they wanted to become more independent in all aspects of their lives. They wanted to be treated as young adults earning the respect of adults. They wanted some control in their lives and their opinions to be validated.

I told them about the research project and said that they shouldn't sell themselves short. I told them that if they were willing to at least try to work with me we could perhaps make a difference. I also said that I knew that they didn't believe in themselves yet but I did. I told them I would hold onto that until they were ready to believe in themselves. With that we began our research together.

What did I do?

I began by talking to my students about their "space" in life. I was asking them for their opinion on my beliefs. I told them that my impressions were based on the experiences and feelings I recalled from my own youth, experiences I had with young adolescents, and the different courses and readings that I had done. I felt that theirs was an awkward age. They were definitely not little children any more, but they weren't old enough to do many things. They were cut off from below yet not accepted in older venues e.g. movies, dances, etc. 75% of my students agreed with my perception of the difficulties they were facing.

"I think that everything said is true. A person in my family treats me as though I am five but when I forget to feed the fish or my hamster I get the "You are twelve years old now, you should be able to handle something as small as that" speech. It makes me annoyed and angry. They say that then, but when I want to go out or something its like I'm five again. It is very, very annoying." Jennifer, Grade 7 student

Many students felt that some people didn't even know how to act around them because they were growing up and weren't little anymore. Some expressed concern that just because they were young teenagers that adults assumed they must be doing something wrong or illegal. They felt that they were treated unfairly for no just cause.

"One time while I was eating with my Mom and Dad, my Dad started to talk about how full my closet was of clothes. I asked why he was in my closet. My Mom and Dad both looked at each other then my Dad said he was looking for drugs! This made me feel shocked, surprised and most of all not trusted. I'd never do drugs. Also when I'm in a store with no parent looking at clothes or make-up I've noticed the people who work there stare at me as though I was going to shoplift something which makes me insecure." Kim, Grade 7 student

"I was in a store looking at some hockey sticks by myself and this man was looking at me. My mom came in and I told her that I'd like the stick. Then when he saw my mom talking to me he came over and told us about the stick. It was like I wasn't important without my mom there". David, Grade 7 student

Audience for Their Voice

The Plan

I saw a very clear, sequential path in my mind. The students needed to begin with themselves, and then move outward. Each step outward would broaden their ability to advocate for themselves and to improve their chances for success. With each step, there would be key factors and skills that would need to be addressed to promote forward motion. The actual steps were not as clear to me as the path. It was going to be a process. I knew that some of the plan would evolve as we worked through it.

The Process

I wanted the students to become their own "Learning Specialists". They needed to know who they really were if they were going to be able to plan for their own learning. The first step in their journey of self discovery was through the Photoshop computer program. I invited Geoff Suderman Gladwell, Information Technology Teacher Consultant, in to do an official workshop with the students. I introduced him very formally with his official title from the board. It was not just the chance learn a new computer program but a real workshop similar to one that teachers would attend. I wanted the students to feel that their work was very important not just for them within the confines of our classroom but within the scope of the Grand Erie Board of Education.

We took pictures of all the students in the class and loaded them into the computer. Students were also allowed to bring in other pictures of themselves which we scanned into the computer. The program allows the students to use pictures, graphics, and their own designs to create their own work. Students were to create a picture or collage that would tell explain who they were, or what they liked. The students enjoyed the activity and we had some fabulous results. Once they had their picture complete we had class presentations. Geoff came in and through the computer he helped us display each picture on the big screen. It was incredible to see each coloured picture, larger than life looming at the front of the room. As each picture was presented the students talked about themselves, what they were good at, their likes, and why they chose the pictures they did. This activity was very different from anything they had ever done. This process was designed to help the students discover themselves and talk about themselves in a positive light. I was hoping the activity would allow each student to take pride in themselves and to talk about themselves without being self conscious since the program gave them all something in common.

The students enjoyed showing their work. It was a real ice breaker, allowing students an opportunity to admit where they were having difficulties with the technology. We approached it as a learning experience. If you had a problem you should not keep it a secret. You might be embarrassed but you should share it. There could be two possible outcomes. One you might get some help from someone else or you might be able to help us all learn from your problem.

"I put the bird in my picture because I like birds and I am interested in Nature. I became interested in birds when I was 7. I was reading my grandpa's nature books at the cottage when it was raining out. The car in the background is a picture of my favourite car, the Plymouth Superbird. I like the Superbird because I just think it looks neat. I used some different techniques to make my picture. I used opaque on myself to make me transparent. I learned how to make things fade in and out. I made a gradient seethrough background like a veil. I started with the car, the bird is in the middle and I am the third layer. The gradient veil is on the last layer. My name is the very top layer. I liked working with this program. I was one of the "class experts." I liked helping people who were having problems with the program or their picture. Once I started helping people they began treating me differently. I was treated better than I was before."

We explored Multiple Intelligence and Learning Styles to build self awareness, confidence and to discover and appreciate the different strengths and weaknesses each of us brings into the classroom. I consistently told them that the results could not be right or wrong, good or bad. It was just information to be used to our advantage. I shared the fact that other renowned researchers held the same believe.

"The data is always friendly, It all tells us about ourselves, It doesn't matter what it says" -in conversation with Dr. J. Whitehead, Feb. 2002

Students found it interesting and were eager to do the activities. I knew they were beginning to recognize different strengths and were wanting to try to use them to their advantage. One day the students were hoping I would allow them to listen to music while they read. Some had realized that they were auditory learners and that the music might be beneficial for them. They "used their voice" to convince me it was worthwhile for them to have the music. We decided to try a little experiment and played the music during our silent reading time. It did work for some, but because it was in a classroom setting it was distracting for many. It was decided that the use of music might need to be restricted to private study sessions at home or in a smaller group setting.

I had made arrangements for my class to have a True Colours workshop. We were really looking forward to it but unfortunately it was cancelled at the last minute, and to date I have been unable to rearrange the workshop through someone else. The students were disappointed and continue to ask if and when we will be able to do it, but for now it is up in the air. I thought this would be another activity that would help students figure out who they were so that they could discover and understand their strengths. They could use these strengths to help them with difficulties.

All this was done so that they could know who they were through their own eyes, not as a reflection of their friends, their parents or me. Their validation could come from themselves and not an outside source. With this new information I was hoping to help them learn to help themselves. With this they could make responsible choices, plan effectively and be able to explain their rationale to others.

Goal Setting Through Strengths and Weaknesses

Next we tried to set up a system to use personal information to set goals as well as plan the steps that were needed to achieve those goals. Goal setting is a skill, it takes practice to become proficient. It includes recognizing a need or a desired end result, setting the goal, planning for success and reflecting on the path followed to achieve those goals.

Each week we reviewed our strengths, weaknesses and goals in a journal. We also planned the steps students thought would be necessary to attain the goal. The journals went home each Friday. This allowed the students to share their plans with me and their parents. I felt it made the goals real which would help the students make the commitment to follow through. I also thought it gave the students some practice at having an audience through me and their families for personal information. The parents were asked to comment on the goal, the plan, or the results. It was the opportunity to let "voices" interact in a fairly controlled, safe setting. An example: "My goal is to have no rushed nights" Jennifer, Grade 7 student.

"Jennifer, I also have to really watch my time management. At work and at home. DEVELOP GOOD HABITS NOW!" Jennifer's Dad, in response.

I thought Jennifer's dad made an excellent connection from Jennifer's goal to the difficulties he faces daily as an adult.

Each week we would also reflect on our previous goals. The students needed to assess their commitment to their goal: if it was achieved, if it solved the problem they thought it would. What effect did it have on their week, and why, or why it didn't work. In Jennifer's case she wrote, "I did not achieve my goal".

Her father's response was, "There will always be busy nights, Jennifer. The trick is to look ahead and not leave things. You had a great week".

Again I thought the interaction was great practice for Jennifer. I thought the response was a supportive pointer that did not seem overbearing.

Several months later Jennifer was still working on the same goal. She had tried several others but her basic difficulties seem to stem from a recurring theme. This time her dad replied, "Jennifer I'm glad you had a fun week. Reading your journal it looks to me like you have left a lot for the weekend. I don't remember your doing a lot of homework through the week. Maybe you need to manage your time. Dad"

Time management is a difficult task for Jennifer. She is a very good-natured student who does fairly well in school but has identified some definite circumstances that hinder her ability. She does not do well if teachers spring something on her at the last minute. She needs several days to complete bigger assignments; it is difficult if things are last minute because she has a lot of commitments outside of school.

"I have improved a bit on time management. I need a few days to do projects. I have had enough time to do projects. I have problems because I have too many after school and weekend things to do," Jennifer, Grade 7 student.

An example: Amanda.

For another student, the journal provided a different outlet for her voice with different feedback.It was the importance of recognizing a weakness, not the setting of a goal that was going to make the difference for her. She stated, "My weakness was doing the test because I get nervous." Amanda, Grade 7 student

This was a good insight for me. I could take a look at her results, compare them to her class work, and work habits, and know that the two did not fit together. Because she lead me to believe she knew more than the test would show I could make arrangements for her. I let her know that the test did not need to be the only evaluation of her work.

"I'm glad that you mentioned that tests make you nervous. We can work on that." S. Young, classroom teacher

In math I give my students experiment tests. This helps them know what to expect, where their strengths and weaknesses are so that they can review the most appropriate material for them. These tests have helped Amanda feel more confident. Learning to review notes and appropriate study skills has also helped her. Today Amanda feels more confident in test situations.

"I don't really get nervous if I know I've studied hard and I have a good understanding of the information. I can manage my nervousness now because I have help like experiment tests and helpful reviews in most of my subjects. I am better than I was in September because I know if I'm having difficulties I can get help from that teacher." Amanda, Grade 7 student

We also worked with page 3, the student response page, of the report card over the course of several days. I wanted the students to have some think time before they reacted to their report cards. I wanted to let the marks and comments sink in and thought that perhaps students would share some of the information with their parents in advance. I thought this might allow some students to practice using their voice, take responsibility, and develop an understanding of timing. On page 3 the students wrote all their strengths, all their weaknesses, set goals for the term and completed an action plan to achieve their goals so that when their parents get the report it has a summary attached. I thought this allowed students to reflect on the term, their commitment and gave them some practice at sharing personal information and a plan with someone else. Throughout the next term we reviewed the plans, assessed our strategies and made any changes that might be required. This process continues with each report card.

For the students to use the goal setting to the best of their ability I though it was important that they realize the importance of setting goals. I wanted them to rediscover goal setting as a personal process, not as teacher-directed assignment. I wanted them to realize the importance of "intrinsic ownership" for goal setting. I asked the students what goals could do for them. Why were they important? Could they help them talk to other people about themselves? Then I gave the students the following quotes to read and consider.

"To achieve your goals you need perseverance, insight and desire. Achievers recognize their strengths and utilize them. Exceptional intelligence does not guarantee results–to achieve excellence you must fully understand your strengths and learn to maximize your efforts. Knowing your greatest intellectual strength may give you insight into how you can improve your learning process, work better with others, or become more self-aware of your abilities." Taken from "A Brief History of IQ Testing" posted in www.ivillage.com

"Weaknesses are the roadblocks we face when trying to achieve our goals. By simply recognizing your greatest intellectual weakness, you are able to compensate for it by improving your other attributes. Awareness of your weaknesses allows you to predict problems and find solutions ahead of time thereby alleviating future headaches." Taken from "A Brief History of IQ Testing". Posted in www.ivillage.com

We talked about the quotes. The students were able to explain the quotes and give a personal interpretation. We talked about goal setting, the way we have been using it and its benefits for them personally. I was impressed at the open attitude that the students had. I felt they were beginning to realize they were making a difference for themselves. They identified their strengths, and their weakness, stated their goals and explained what they had done to move forward.

"One goal I've reached this year is making more friends. I've also been able to talk in front of a large group. I reached my goal by acting like myself," Kim, Grade 7 student.

"My goals were to get rid of my attitude, come in for extra help, be a good student, and pass. I reached my goal by thinking positive about myself, setting my alarm at night, getting help, and studying. I think my strengths are my ability to change, speaking my mind, relating things to real life and finding solutions," Jessica, Grade 7 student.

"I have difficulty with reading. I know my strengths are in math, history and geography. I 'm not sure why these areas are my strengths. I do know that I have been making sure that I am prepared for class and I get help from my parents," Emma, Grade 7 student.

Communication and Skill Building

Self-advocacy is comparable to a game. You need to follow certain rules if you are going to have a chance at winning. In this game the rules include some key interpersonal skills as well as etiquette. The goal of the game is getting the right audience to listen, and convincing them that you have appropriate solutions.

To be successful, a player must have certain strategies. They need to consider their approach. Their attitude should be promotional and positive. Of course, as with a lot of games, timing is everything. A player needs to consider if the timing is right and whether their audience has time to listen to them. Should they ask for an appointment? What is the mood of the audience? Should they wait for another time? The player also needs to use particular vocabulary. They need to know what they want to say, how to say it, how to begin and to speak using appropriate vocabulary and confidence. We have been working on these particular rules/skills and have made some progress. I do find it similar to parenting and trying to teach etiquette to a young child with the constant reminders of "What do you say?" Once again, they are just skills that continue to require instruction and practice. Some of the students have begun to polish these skills with me.

At the beginning of year whenever Jessica would become frustrated the class and/or I would hear, "This is stupid! I hate this!" She would then close her book and begin doing something/anything else. Quite often she would forget her homework or not have books or work at school. Other times she dealt with her frustration through avoidance. Her book would remain closed and she would keep her head down during lessons. This only made things worse for her and it was a downward spiral. Things would need to change if she was going to move forward.

By March she had made definite progress in the "game". She had developed certain strategies to be successful. Instead of announcing her frustration to the class she would quietly come to me to ask for help. She would let me know that she had tried, but that she could not do the work without some support. The tone in her voice would be calm but the frustration was very near the surface. "I'm trying to keep an open mind but I think I need some help because I am getting frustrated." At this point we could sit together and work through questions step be step. The assignment would be complete; she would gain some confidence and then when we would take up the assignment she would answer questions in class. Eventually she began asking questions during the lesson as they arose for her. Her frustration level has since decreased and her ability to maintain personal control has improved.

Audience for Their Voice

Findings (See Figure 1: Steps to Self-Advocacy)

Step 1 - Themselves

The goal was to help students know themselves, accept themselves, gain confidence, build selfesteem, believe in their own abilities, appreciate differences, and keep an open mind. With that knowledge I thought I could help them plan for their own success.

Throughout the course of the year the students really did get to know themselves better and started using their information to improve. In my mind, the process would have been beneficial if even one student had an opportunity to improve. I believe that everyone had some growth, but definitely there were some students that really took off. Not only have they have improved skills, but are learning to recognize their potential and to validate their own growth. I am proud of their accomplishments.

"I think that I am a better student now because I keep an open mind now. Before if I didn't understand something right away I would get frustrated and think right away that I couldn't do it, but now I try to find a way that I can understand how to do the work," Megan, Grade 7 student.

"I think I have answered a lot more questions in class. I have asked a lot more questions in class. I do not get so frustrated, so I do not get so mad and scream out in class," Jessica, Grade 7 student (noted earlier that she wanted to change her attitude)

"I have grown a lot this year. I don't get Homework Not Done Sheets any more. I am more confident in math and anything else. Now I plan some goals and I can achieve them," Ross, Grade 7 student.

Step 2 - Me / Family

The voice of the students has been a driving force in my programming since the beginning of the year even if they had not yet begun to believe in themselves. My original goals of running an effective classroom were being met through the activities and strategies that we had put in place. I have a fabulous class. We have a very unique relationship that I enjoy. With me, my students are co-operative, persevering, and diligent. Discipline problems are rare. I do think they have begun to believe in themselves. They are taking over the space that I said I would hold on to for them until they could take it for themselves. We have made solid gains in all areas of the curriculum, particularly in the learning skills area.

The feedback and the relationships that I have with the various families is very positive. Even though it is an area that I am not capable of experiencing or influencing first hand, I have included them in the plan for self advocacy because they are central in my students lives. Ideally, they are the most comfortable and most concerned audience for my students. I have tried to promote our project with parents. We explained the project to parents during report card interviews in December, hoping parents would take more care to read journals and talk to their child. I was building awareness for audience. Over the course of the year I have encouraged students to practice the skills of the "game" at home. I know that some students have been trying. One student came to me on Wednesday. She told me that she would not have her signature on her math test until the following Tuesday. She said that although she had passed the test, the mark was not that great and that she thought waiting until the weekend to talk to her parents about it might be better because things at home were just a little unsettled at the moment. I did know that her Grandmother had had a stroke and had passed away that week I told her that would be fine, and told her that I appreciated her talking me in advance. She had let me know that she was accepting responsibility for her test and communicating with her parents but that she needed to adjust the timeline.

Step 3 - Rotary Teachers

The students have been able to build a positive rapport and advocate for themselves with several of their rotary teachers. They have recognized some of the factors that allow them to do this. They realize that if they feel comfortable with a teacher it is easier to talk to them about difficulties they may be having. If they feel they know the teacher or if they know that they will receive a positive response they will approach the teacher for help. From the students perspective it comes down to comfort level and knowing the teacher to be able to use self-advocacy skills.

"It is easy to ask Madam for help. She does not get angry when you ask for help. We have been with her since grade 4. We know each other so that makes a difference," Megan, Grade 7 student.

"Mr Bannister doesn't get all mad when you need help. If you can't find some information he will help you find it. We have had him before so that helps too," Dawson, Grade 7 student.

Step 4 - Other Teachers

This is where we stand to date. The process is not yet complete and the year is drawing to a close. The students still have difficulty dealing with some teachers. It is a hurdle we are trying to overcome. The plan is to continue to practice skills and build confidence. Part of the difficulty lies with the fact that I cannot be part of the equation. I'm not there to assist them. The students need to put the skills we use into action independently. At least for now we can talk about some solutions or specific steps before or after a particular situation and talk about the different scenarios that may be the fall-out. We quite often talk about the worst that can happen. It is never as bad as the perceived problems of incomplete work or a terrible mark. We will persevere.

Step 5 - Supply Teachers (The Story of the Crash and Burn!)

Supply teachers present of very difficult situation for students. They do not fit the category of other teachers because they are temporary. This means that they are not able to build rapport with students; there is not a relationship between the student and the teacher, even the lessons and expectations belong to someone else. It is a double-edged sword. The teachers are trying their best to keep the classroom rolling smoothly but all regular routines and expectations change.

One particular day this all became glaring clear to me and I felt our entire project crashing. I was going to be out of my classroom for part of a morning. I would still be in the school at a computer training session. I talked to the supply teacher myself to explain the activity I had planned. It was a hands-on math activity. It would take very little direction from the teacher. I also let her know that I had a fabulous class and that she would enjoy her time in my room. My prediction could not have been further from the truth. In that short time one student left the class yelling that she was never coming back to this stupid school, kicking the door to open it on her way out. Another student was removed from the class and there was general discontent from all other students. When I returned to the classroom the students were literally telling on the supply teacher.

At lunch I met up with the supply teacher and I felt that she was telling on the class. This is when I felt that our entire project was a fake: that it was not the students moving ahead doing all these great things, following our plan, growing, but that it was all me. I was keeping things going. It had nothing to do with the students becoming their own advocates. Perhaps their growth was just a dependence on me. Could I be a ring master and that without me there were no tricks from my pupils?

I had a feeling of huge disappointment and failure. My students were going nowhere. I was doing a whole lot of selling and jumping through hoops for nothing. I was filled with self doubt. I was questioning the entire project, thinking that it might just be a sham, a self serving tool for myself.

Reflecting on My Process

I talked to Joanna, my critical friend. She helped me to see that the project was not useless, or a failure. She reminded me that we were moving forward; we just weren't not there yet. She tried to boost me but I was losing the necessary steam to keep the momentum going for my students. I was disheartened and maybe looking for a way out.

I talked to Jackie Delong, Superintendent. She did not believe it was over, and encouraged me to track this part of the project in my journal just as I had all the wonderful things that had been part of the plan. I talked to Diane Morgan, Project Coordinator. She agreed with Joanna and Jackie. She thought I still had a worthwhile project My research group too, thought the work was credible. Apparently I was the only one that thought the project was all washed up.

My set back was, in truth, a great chance at reflection, smooth sailing wasn't the way to grow. I had to look at the philosophies I was trying to sell the kids. I had to remind myself that, "The data is always friendly. It all tells us about ourselves, it doesn't matter what it says." I thought of my conversation with Joanna. She had reminded me of my excitement when I thought Ross had begun to take his first steps towards self advocacy. He was a very quiet sullen boy in my room. He did not complete work, did not ask for help and would not use any pointers to help himself collect even the simplest of marks. By the end of first term he was at risk of failing grade 7. We talked seriously, privately with his first term report card. We talked about his difficulty with writing, and his reluctance to seek help or use help if it was offered. When his mom came for the interview she was well aware of his difficulties saying that this was a recurring problem for him. He would not accept help from her at home either.

We came up with a plan. Ross was to write down anything and hand it in; it didn't even need to be a complete sentence just an idea would be a starting point. I would accept anything. I would give a pointer or two and he would go back and fix it up. He would continue to do this until the assignment was complete. It did not have to be perfect or even meet provincial standards; I just wanted him to have something. I also set him up on the computer. He did not know how to use a word perfect program. We fixed that. He was to do all his work directly onto the computer and save it. That way when he handed anything in he could go back to fix it without starting all over again. It worked and I had the chance to talk to Ross about moving forward instead of "nagging" him about incomplete work.

The day I talked to Joanna about Ross was what I considered a huge breakthrough. I was keeping my class for art that day on rotary. We were working on "Motion Art". Ross had an excellent start on a drawing of a BMX stunt rider, one of his passions. He quietly approached me and asked, "Ms. Young, would it be all right if I worked on my mystery story instead of doing my art?" How could I turn down a request like that. It was a great time. He could have a solid block of time on the computer to work and I could be available to help him edit his work. He completed a three-page mystery. I was thrilled. Ross has continued to grow. He will regularly ask to stay in at recess to stay in to complete work, telling me exactly where he is in an assignment and what he has left to do.

I talked to Ross privately again in the beginning of March. I complimented him on his hard work. I wanted to let him know that he should be proud of his growth and his efforts. I mentioned grade 8 to him. I told him I was concerned that next year he will back off and fall to his old habits. I asked him if he thought he would be able to talk to his teacher about things that work for him, the things that we have in place. His answer was no. I asked him if it was a good idea to wait until the teacher realized that he has some very specific needs to be successful. His answer was no. I asked him if he was hoping to continue with the great success he has had in grade 7. His answer was yes!

We came up with a plan that I could help him with. I could let the teachers know. We could develop an Annual Education Plan (AEP) that would stay in his files and would support him until he was able to do it for himself. He was working. He knew the steps; he just needed some more time to develop some confidence. Joanna was right. We were developing self advocacy skills, we just weren't there yet!

Questions for Growth

As I look back on the year I realize that many of the skills required for self advocacy are multifaceted. Helping my students learn and practice these skills has proven to be an interesting road, one that I enjoyed travelling. Helping students internalize these skills, has been the most challenging aspect of the work we have done. I know the skills now need to be intrinsic to cover all situations like supply teachers and highschool, but at least I have seen evidence that they are making progress towards self advocacy.