One of THE Most Important Ingredients for Academic Success
What does it mean for a student to advocate for himself in the classroom? Simply put, advocating is sticking up for something or someone. When a student advocates for himself, he is simply speaking up for his interests in the classroom or in any other setting.
Practically speaking, self-advocating looks like this:
- A student doesn’t understand the course material, and takes action as a result. He can ask questions, speak with the teacher outside of class, do extra work, and/or seek peer assistance, all of which would help him understand the content better.
- A student misses an assignment, and desires to make it up. This student can speak directly with the teacher, find out her options, and then do the work without missing a beat.
- A student struggles with peers in class. A self-advocating student will seek to repair relationships on her own, but if issues continue (bullying, gossip, etc), she will speak with the teacher, a school counselor or principal.
- A student has a learning difficulty or disability. This student can speak up for academic accommodation or adaptations in their educational program. When a student himself drives his academic services, he will receive more help.
No matter if a child is outgoing or shy, everyone can learn to speak up for themselves more effectively at school.
But what might happen if the students in the four examples above don’t advocate for themselves?
- A student who doesn’t advocate for himself will stay quiet when he doesn’t understand material. The problem compounds when he fails to master key building concepts and subsequent material becomes progressively more difficult. This may lead to a student believing he is “stupid” or incapable of learning.
- A student who is uncomfortable with speaking to teachers might let missing assignments go undone, simply so he doesn’t have to speak with the instructor. This may lend to failing grades and deeper level of anxiety in this student.
- Teenagers are notorious for remaining silent when they are experiencing peer trouble. The ones that don’t seek help may begin to skip school, do poorly academically, or (even worse) experience physical harm. They may fear being labeled as a “tattletale,” but they need to know that there are caring people who would love to help them if they would simply ask.
- Growth for a student with learning a learning disability begins with her becoming comfortable speaking with staff about her issues. If this student understands and utilizes the help that is offered, she stands a much better chance of success. If she can be actively involved in her accommodations, this will lead to improved confidence. She can then ask for help more readily and remind staff of the adaptations that are in place (such as extra time for homework or tests).
If your student is experiencing difficulties in school, encourage him or her to stick up for him/herself! It is a crucial first step on the road to success in school and in life.
ELA Teacher/Academic Dean