The teachers ensured they regularly and openly communicated with the students, and gave attention and care as and when it was needed. Ms Terrasson would adjust her approach with each student by connecting with their personality and identifying their ‘triggers’. She discovered some students responded well to being motivated to improve their grades in a slow and steady manner with weekly reviews, some students required her to take an emotional approach in order for progress to show, while the introverts in the group needed time to learn about themselves and understand their needs in order to achieve. These different approaches increased their sense of self-worth, levels of confidence and each student saw significant improvements in their academic performance.
“Celine supported the students using a dual approach, part guidance and part autonomy. She played the role of a coach. She never forced them to follow her structure. She adapted herself to each student; working to understand their speed, timing and level of maturity. Her weekly review with one student was vastly different to her review of another,” Mr Zumbrunnen said.
Ms Terrasson and Ms Baronnet-Pasquier also decided to unite the students and give them a purpose. The 10 students formed a group with a mission for academic success and were encouraged to work in pairs or larger teams and conduct group work. This was challenging initially, but soon enough, the students cheered each other on and believed they were working on a collective project to succeed.