Self-Advocacy in the Combined Grade Classroom
Written by Abena Sey
January 1, 2024
Self-advocacy for the teacher and her students is especially important in the combined grade classroom. When a teacher advocates for the needs of her students, this helps to increase students’ learning and overall well-being in the classroom environment. When students advocate for themselves, this feedback informs the teacher on future decisions for her students. This communication should occur throughout the school year so that students feel confident and secure in their learning environment and the teacher feels like an empowered professional working towards achieving her teaching goals. Below, I discuss examples of self-advocacy for teachers and students in the classroom, the results of effective communication and how teachers can build their self-advocacy skills.
What is self-advocacy?
According to Andrew M.I. Lee, JD, self-advocacy is the ability to communicate one’s needs. When one is able to communicate their needs, their confidence and overall well-being are increased. I believe that self-advocacy involves being self-aware of the things that help you work optimally and speaking up to ensure that these needs are being met; however, you must be in an environment and culture that allows this form of communication. Teachers can create the type of learning environment where students take charge of their learning through self-reflection and understanding the habits that foster learning.
How is self-advocacy demonstrated in the classroom for your students?
In the classroom, students who are able to advocate for themselves speak up when they are struggling academically or socially and seek the help of their teacher or other trusted adult to get their needs met. Students who self-advocate are aware of their learning / emotional needs and communicate when there is a problem that impacts their learning. As a combined grade teacher, I have witnessed excellent instances of my students’ self-advocacy which helped me to be mindful of my pacing during lessons. My students in the younger grade will remind me to slow down, if they feel I am moving too quickly in the lesson. I appreciate this reminder, because if I am not mindful of it, I may teach at a pace that is appropriate for my older students. It is a reminder to slow down and ensure that my younger students’ needs are being met.
An effective strategy to promote students’ self-advocacy is to do a quick self-evaluation to help students check their own understanding of the learning material and communicate their needs. After teaching or reviewing a concept, I do a “colour check” with my students to gauge their understanding of the material. Students share their colour (how well they have understood a concept) by showing a thumbs up (green - I understand and feel confident in my abilities), sideways (yellow - I am beginning to understand, but need extra practice) or down (red - I don’t understand, please help me). This lets me know if students need more practice, a small group lesson review, or if I am able to move on to a new concept. This strategy is helpful to my students and I, because I can get immediate feedback prior to a formal assessment and it can guide my teaching. Students also feel empowered sharing their learning needs and seeing growth when they begin to understand a learning concept. This all contributes to a positive learning environment. I helped to foster this type of communication, because I created a classroom culture that celebrates progress towards learning goals and constantly seeking their feedback. I am aware that not all students will feel comfortable sharing this way, so I will rely on formative assessments and time in small group lessons to inform my teaching practice for these students. When I circulate during independent work, I can have personal conversations with students about their understanding and give support where needed.
What is self-advocacy for the combined grade teacher?
As a combined grade teacher, you will need to advocate for your own needs and those of your students. Sometimes decisions are made by your administration that don’t work for your class configuration. Rather than remain frustrated, it is to your and your students’ benefit to advocate for what you need and discuss with your administration. For example, my administration had created a schedule for extra support that did not quite work for my students. I did not want to misuse the gift of extra support given, so I explained my needs and my administration worked with me to create a schedule that works best for my students and I. It may feel uncomfortable voicing your concerns, but it is worth the effort, especially if your students will be better served. Sometimes your request may be denied, so in this case, I encourage you to re-think your plans and decide what changes you can make within your classroom to get what you and your students need.
How can a teacher build skills for self-advocacy?
Building your confidence is the first step. To do so, I encourage you to keep yourself informed about your curriculums, the learning standards for students in each grade level, and how your students are currently performing. This will show that you are well-informed and that what you say comes from a clear understanding of your students’ needs. The next step is to keep records of everything, including students’ results on assessments, samples of students’ work, and email communication with students’ parents or your administration. If communication was done verbally, write a follow-up email to those involved summarizing what was discussed in the verbal exchange. Make every effort to keep your administration informed, such as cc’ing them in your emails that may have escalated or discussing with them in person. If email communication with parents becomes escalated, request the support of your administration who may be able to support you in an in-person meeting with parents, if that is what is needed. Have the courage to respectfully communicate your needs and offer possible solutions to problems you experience or ask for your administration’s advice on possible solutions. Periods like this can be psychologically trying for a teacher, so it is important that you get as much support as possible from your professional learning network. Keep your mental health and well-being in check by distracting yourself with positive messaging and experiences outside of school, and stay in community with other educators who understand and care about you to keep you encouraged. Keep a journal to get all your thoughts out of your head and keep records of this experience. For those in a faith community, I recommend exercising your faith so that you can have hope in the midst of this challenge.
Take courage, take care of your health and well-being, and advocate for yourself and the needs of your students.