Martha Allen, an adjunct professor at Dominican University’s Teacher Credential Program in San Rafael, California, asked her students teachers to use the Two-by-Ten Strategy with their toughest student. The results? Almost everyone reported a marked improvement in the behavior and attitude of their one-targeted students, and often of the whole class. Many teachers using the Two-by-Ten Strategy for the first time have had a similar corroborating experience: Their worst student became an ally in the class when they forged a strong personal connection with that student. This can be counterintuitive. But the students who seemingly deserve the most punitive consequences we can muster are actually the ones who most need a positive personal connection with their teacher. When they act out they are letting s know they are seeking a positive connection with an adult authority figure and that they need that connection first, before they can focus on learning content (Smith & Lambert 19).

I so much enjoyed reading the successes of this Two-by-Ten method, although I must admit I had my doubts at first. While reading this passage, one student from my Spanish 1 student teaching placement, student “N” came to mind immediately. I originally thought that this theory could work for some, but when imagining implementing this method with this specific student I could not envision success. This specific student is extremely obnoxious in class and takes every opportunity he has to distract other students. When my CT asks students to repeat words in Spanish, he definitely is sure to participate but in a loud, obnoxious, almost mocking tone of repeating the original word. I originally think, How can the Two-by-Ten method possibly help a student such as himself? With this type of behavior its definitely important to exam why are they acting out. Are they looking for attention? Are they looking for a connection? Possibly with an adult figure as the article mentions? Or are they trying to be class clown or well liked by their peers?

In order to examine these questions I will first reflect on another student in class. This student, student “D” is not a disruption to class but rather, is often found with his head down on his desk sleeping. In the beginning of the semester I would often hover over him telling him what he needed to do and lecture him on how he should not be sleeping. Over time I have engaged in conversations with him about various topics such as food & music. Although not following the exact structure of the Two-by Ten method I believe this conversation has had a similar effect. As many times as an adolescent may scream “leave me alone” or claim to be independent, I do believe that they are looking for connections and bonds with other adult figures or some type of person to serve as mentor. I think that looking at them as a whole person, not just a student in a classroom, and recognizing them for their being rather than their misbehavior in the class can go a long way. I truly believe although small, the side conversations that have taken place between D and I have made a difference. Over the semester I have observed that although D does have his head on his desk sometimes, he is completing work and is on task. He is participating in class, which is something he never used to do beforehand. For this type of student, quiet, disengaged, I think personal connection can definitely aid the situation. Instead of lecturing “D” to sit up I took some time to talk to him. “D” may no receive any encouragement at home and could very much lack relationships with older adult figures. I recognized him as a student and went that extra step to show I care, which in the end, I believe made all the difference.

However, moving back to the original trouble maker student “N”, could this situations work out the same? Very interested by this method, I made it a goal to go out of my way and attempt my own version of a Two-by-Ten method. Coming back to this post a few days later, I do not think that this method can work on all types of students. Student “T” has not made significant progress by two by ten method and mocks me when I try to engage with him. Little by little each day his behavior improves a tiny bit. I believe that the Two-by-Ten method can definitely work, however to varying degrees depending on the student you are working with. Overall, the Two-by-Ten method can be an effective way for teachers to reach their students. I think this is a method that should be more widespread and utilized as much as possible to facilitate not only happy students, but also happy and focused students in learning environment.