Eskimo & Native American Study. - Found that teachers who were effective with these children were able to combine showing a personal interest in the students w/ demands for solid academic achievement.
Kleinfeld
Poverty Report - research showed that successful adults who were raised in poverty point to the importance of a supportive adult who believed in & encouraged them to continue their education.
Harrington & Boardman
High School Teachers - HS students value teachers who care
Phelan, Davidson & Cao
Sense of community Impediments to creating community
Wehlage
Black Students reports the level of concern teachers demonstrate for the students, especially Black students, is directly related to the quality of teacher effectiveness in facilitating student learning.
Adkins & Coleman
Impediments to creating a sense of community:
adjustment, difficulty, incongruence, isolation
needs more personal & supportive relationships with adults than schools typically provide
adjustment
academic difficulties due to teaching style or need for intensive instruction
difficulty
Lack of personal-social match between students & instruction
incongruence
no personal relationship with teachers
isolation
Whelage believes that teachers need to:
1. accept personal responsibility for student success 2. practice an extended teacher role 3. be persistent with students 4. express a sense of optimism that all students can learn.
*To be effective, praise should:*
- be delivered contingently - focus students' attention on their own relevant behavior - provide students w/ feedback on their competency level - be given by teachers w/ high credibility
Noguera's asked students what makes a particular teacher "special" & worthy of respect, and students consistently answered:
- firmness - compassion - interesting, engaging & challenging teaching style
(Colbert & Wilson) Interviews conducted over a 3-year period with 400 inner-city middle & high school students said that good teachers:
- ensure work is done - controlled classroom - willing to help students - explained assignments - varied routine & takes time to get to know the students.
Woolfolk & Weinstein: found that students preferred & responded best to teachers who possess 3 set of skills:
- establishing caring relationships - setting limits & creating a safe environment - making learning fun
Wentzel described that teachers who "cared" as ones who:
- democratic communication style - elicits student participation - variably aligns student expectations - shows caring attitude - provides constructive feedback
Methods for communicating care & support:
- establish good rapport - Get to know students - - Awareness of Sexual Harassment Issues
*way to establish good rapport*
Greet students at the door to establish positive climate
*Way of getting to know the students*
decide how open you want to be based on students' needs & school protocol
Instead of hugs, Gathercoals suggests what type of physical contact with students?
handshakes, pats on backs & high fives.
What should the ratio of positive to negative statements be?
4:1
*Research reported that when teachers were told they were observing low students, they reported those students as having worse behavior than teachers who observed the same group and were told they were observing average students.*
Communicating bias
Purkey & Novak's four types of teacher behaviors towards students:
1. Intentionally disinviting 2. Unintentionally disinviting 3. Unintentionally inviting 4. Intentionally inviting
Of the four types of teacher behaviors described by Purkey & Novak, which is the most effective & purposeful?
Intentionally inviting
High vs. Low Expectations
1. Seating low expectation students far from teacher 2. Paying less attention to lows (smiling less, less eye contact) 3. Calling on lows less often 4. Wait time less for lows 5. Not staying with lows in failure situations 6. Criticizing lows more than highs 7. Praising lows less frequently than highs 8. Praising lows more frequently more marginal public responses 9. Providing lows with less accurate feedback than high 10. Failing to provide lows with feedback regarding responses 11. Demanding less work & effort from lows than highs 12. Interrupting performance of lows more frequently than highs
Guidelines for avoiding negative effects of teacher expectations: (9)
1. Use test data carefully 2. Use flexible grouping 3. Challenge students 4. Watch expectations for lows 5. Use ethnically diverse material 6. Use fair evaluation & discipline 7. Communicate high expectations 8. Involve all students in learning 9. Monitor your non-verbal behavior
Ways of communicating high expectations when students fail to respond:
1. Provide adequate wait time (8-10 sec) 2. Rephrase the question-ask it differently 3. Ask if another student would like to assist 4. Allow student to request assistance from another student (call a friend?) 5. Ask students to turn to a peer & discuss the question
Research on attribution shows that students attribute their success or failure to:
ability, effort, luck, or difficulty of the task
O'Leary stated that to serve as an effective reinforcer, feedback to students must have 3 qualities:
1. Contingency 2. Specificity 3. Credibility
____________ skills are extremely important; when used effectively, they create relationships tat allow students to feel significant, accepted, respected, & able to take responsibility for their own behavior.
Listening
Involves providing the speaker with a sense that she or he has been clearly heard & that the feelings expresses are acceptable
empathetic, non-evaluative listening
Wlodkowski & Margery Ginsberg's Framework for Culturally Responsive Teaching:
- Common culture that all students can accept - Establishing inclusion - Developing attitude through personal relevance - Enhancing meaning - Engendering competence
Hoover, Klingner, Baca & Paton: Culturally sensitive instruction includes:
- Creating classrooms organized as communitites of learning in which dialogue & reflective learning are the hallmarks - Utilizing highly interactive classroom strategies - Exploring personal & family histories & power & privilege issues - Using case study approaches
* Drop out rates are greatest for:*
Hispanic, African American, & Native American students
*Reyes & colleagues: Active learning involves:
- Cooperative learning - Peer & cross-age tutoring - Thematic units - Scaffolding instruction using students' experiences
Yvonne & David Freeman: Effective Lesson Plans for ESL students include:
- Joint productive activity - Language development & instructional conversations - Contextualization - Challenging activities & entry points