Journal of the Effective Schools Project, Volume 11, 2004 Page: 27
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bothering other students during
class with verbal teasing, showing
a disrespectful attitude toward
teachers and school, and produc-
ing work that did not meet
academic expectations. Students
exhibited dissimilar ability levels
on standardized tests and were
observed to have varying levels of
social skills.
Reflections
Some strategies for success that
teachers and counselors may also
want to consider focus on non-
coercive Choice Theory language
(Glasser & Glasser, 1999). Allow-
ing group members freedom to
build trust during regular meetings,
keeping groups small enough to
meet individual needs, and never
giving up on change so that stu-
dents will not give up all
contributed to students' success.
Modeling self-evaluation, remem-
bering that one is only in control
of one's self, and using resources
from Glasser's (1980) related ma-
terials to reinforce learning are also
effective practices.
The majority of the students in the
original Learning Circles went on
to become stronger, happier stu-
dents. One student, who was
displaced from his immediate fam-
ily, made a plan to reconnect and
join the family of an older brother
in another state. Another, not
completing homework due to
working in his family's business,
planned to stay with grandparents
during the week so he could com-
plete homework and sleep at
night. Children of a single mother
working at night and being picked
up at a babysitter's house near
midnight learned to set an alarm
to get up in time for school with-
out waking their weary mother and
being tardy daily. Through Learn-
ing Circles, teachers and
community members came to-
gether to support students withmore understanding and encour-
agement. Many teachers stated
that after they saw the changes in
these students, they held class
meetings to better understand the
feelings of all of their students.
Seven teachers joined an after-
noon adult Learning Circle the
following school year to support
each other in reaching the hearts
and minds of all students in their
classrooms. Others became coun-
selors and continued the journey
of helping students meet their
needs.
Conclusion
Reaching the hearts and minds of
students go-hand in hand. This
process was facilitated by the act
of being with students as they
strived to reach their full poten-
tial. Having high expectations for
all students and addressing the
needs of students who have lost
hope is the only way schools can
succeed in their mission of pro-
viding quality education. Having
a yearlong plan, like the one pre-
sented in this article, shows a
commitment to reaching all stu-
dents. The real value is in knowing
that lasting change occurs for stu-
dents each time this process is put
in place, whether it is in rural
schools, urban schools, or subur-
ban schools. Changes in students'
lives that lasts, adds the quality
desired in all schools.
References
Glasser, W. (2001). Basic concepts chart.
Chatsworth, CA: The William
Glasser Institute.
Glasser, W. (1998). Choice theory:A new
psychology of personal freedom. New
York: HarperCollins.
Glasser, W. (1984). Controltheory. New
York: Harper and Row.
Glasser, W. (1986). Control theory in the
classroom. New York: Harper and
Row.Glasser, W. & Glasser, C. (1999). The
language of choice theory._New York:
HarperPerennial.
Glasser, W. (2000). Reality therapy in
action. New York: HarperCollins.
Glasser, W. (1992). The quality school.
New York: HarperPerennial.
Glasser, N. (ed.) (1980). What areyou
doing? New York: Harper and Row.
Lynn Smith, whith fifteen years experience,
has been named an Outstanding Educator,
listed in Who's Who In American Educa-
tion, and presents programs at conferences.
Certified in teaching school counseling Re-
ality Therapy (William Glasser Institute),
and counseling reflects her belief that every-
one can learn ifsupporteduntilthey succeed.
Annette C Albrecht, associate professor at
Tarleton State University since 1992, co-
authored High Tech, Hich Touch (2001).
She teaches both school and mental health
counseling courses. She is on the board of a
charter school, edits professionaljournal ar-
ticles, and presents at conferences. Het
dedication to high standards in the counsel-
ing profession is reflected in her teaching,
writing, and continued interest in her stu-
dents.27
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 11, 2004, periodical, 2004; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201687/m1/29/: accessed April 23, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.