James Sokolowski, Advisor for Gear Up, Milwaukee, works with Audubon and Roosevelt Middle Schools, and

Audubon and Bradley Tech High Schools. James conducts college tours and a tutoring/mentorship leadership cohort program that is going into eighth and ninth grade and will follow these students through high school to the class of 2017/18. 1. What are some ways to build a positive student-teacher relationship without befriending the student? What should some boundaries be? Appropriate topics of conversation? This is an important consideration. One needs to be able bring himself down to the students level. There has to be genuineness, sincerity, and students interests must be included. There needs to be an in, which can include appropriate joking or some other area where a teacher can genuinely relate to/connect with a student. My students call me Mr. James, as it is one easy way to establish boundaries. Another in for me is that I can relate to the temptations students have to drop out, since I did. I can be an example to them of someone who dropped out, and with a lot of work, got myself where I am today. In addition, an example of relationship building I use is I let them know that when I have to break up a fight, it wont be taken personally. 2. How do you encourage students in a way that doesnt defeat your purpose? For example, in a way that causes them to see themselves as winners rather than you getting them to do what you want? This is one of my biggest priorities and has to do with an instructors personal background. I ask what students are doing to take education seriously. I work to make them recognize their potential for greatness. I ask them what their life would be like without an education. I ask them, who wants to go to college? Everyone raises their hands. I ask how many know how to get there, and not many do. I provide them with encouragement and a pathway to get there. I demonstrate for them that its not about the teacher, but about them. 3. What inappropriate behavior is it okay to ignore? One needs to set a precedent based on his/her personality type. I let students know if theyre not going to participate, thats fine (meaning that we will not allow one bad attitude to stop the learning process), we dont need to hear from them (we cannot always make/force students to participate but they must respect the classroom and avoid causing disruptions). When they insist on disrupting the class, I tell them, you teach, Ill be silent, and you explain to other students why were not learning. This topic also involves knowing students IEPs, addressing them head on, and not tolerating anything that detracts from learning. 4. What are some of your strongest or most rewarding examples of collaboration with other faculty? Any advice for new teachers?

I used to conduct a job training program while with Running Rebels that taught students interview skills and other soft skills. I have also come into contact with one student whos like a son to me. (We also witnessed a letter that a student sent to Running Rebels, literally praising James for simply driving him to a college interview.) 5. Could an example of a supportive strategy be getting students socially motivated (to see the effects of their actions outside the classroom)? Do you have any examples of having motivated students in this way or witnessing it? Running Rebels adapts to needs/interests of students. Participants want to give back. Some kids get paid for their involvement through a program called Earn & Learn. There are also community events and social activism they are involved in. They took part in the Sikh Temple vigil and Summer of Peace. During the beginnings of Running Rebels, Founder and Executive Director Victor Barnett offered basketball and discussion. Young men could play basketball, but he also wanted them to communicate about their community. The Running Rebels cooperated with the Holton Youth Center for its reopening a few years back. Additionally, Rebels uses a report card reward. If students show evidence of good grades, they can win things like free recording time. If they dont get good grades, they there are consequences and emphasis on participating in the homework hour and tutoring initiatives. 6. What are the demographics (age, race, gender, neighborhood) of the group you help? How are those of Gear Up different than Running Rebels? The demographic is similar but currently younger. There are more Latino, ELL, and nonEnglish speaking students. While with the Rebels my position focused primarily on working with at-risk kids, while the Gear Up programs services the entire student body of the classes of 2017 and 2018 in the schools we support.