Today's students face extraordinary challenges. The sway of media and peers threatens the positive influences that churches, schools, and families traditionally had on a child's development. Consequently, teachers and schools are faced with increasing challenges in terms of relating to students. To truly teach our youth, we must first understand and appreciate them. Then, we must reach them.

Module Objective: In this module, you will explore ways to engage your students by tapping into their individuality and unique backgrounds. Through the case study, you will explore the pivotal role that belief and hope play in creating a cohesive community of learning and trust.

Case Study Log out when you are finished viewing the case to avoid conflicting browser sessions. If you have trouble viewing the case, please see the CaseNEX login instructions. Go to www.casenex.com Enter this login into the green circle: USERNAME: peters08 PASSWORD: demo To access the CaseNEX Case, scroll through the list of cases that appear once you login. To access the CaseNEX Virtual Library, click on class materials, The Virtual Library, Readings (search), and enter the title in the Search Title field. El Puente Academy for Peace and Justice El Puente Academy for Peace and Justice teaches students to choose service over self-interest because it builds a sense of community and creates stewards who understand the larger circle of learning. View the full case...

Discussion: According to Stephen Peters, "understanding today's educational landscape" is key to understanding our students. "Environmental factors" such as dilapidated schools, the negative influences of the media, gang violence, troubled families, and negative peer pressure place students in almost untenable situations. Describe the issues that students at El Puente face. What perspectives might students on these issues, given their unique backgrounds and environmental factors? What actions has the staff of El Puente taken to address students as unique learners in a challenging environment?

Journal: Focus on the knowledge from the readings and Peters' observation that "students understand and appreciate adults who exhibit caring attitudes toward them and tend to work harder for these adults" (Peters, 2008, p13). In what ways have the administrators, staff, and teachers at El Puente exhibited such care for their students and how have the students reacted? Describe an experience you've had in which you truly cared for a student or group of students and the effect of your caring.

Workbook: Peters' states that it is crucial that "[Teachers, staff, and administrators] arrive each morning having confidence in [their] collective ability, knowing that even if [they] fall short, there are others teaching beyond their capacity today" (Peters, p14). Ruby Payne, in the reading "Understanding and Working with Students and Adults from Poverty" suggests that building relationships with individuals from generational poverty motivates students to learn. Create a brief plan for teachers, staff, and administrators at your school that will help build a sense of "collective ability" that taps into student-teacher and student-staff relationships to motivate learning. Describe how you might enact that plan.

• Addressing the Needs of Victimized Students
• Bridging Identities among Ethnic Minority Youth in Schools
• To Meet Your Students Where They Are, First You Have to Find Them: Working with Culturally and Linguistically Diverse At-Risk Students
• Understanding and Working with Students and Adults from Poverty