Exemplary Teachers of Students in Poverty shares successful classroom practice from schools serving diverse and disadvantaged communities, and stresses that opportunities in school can influence educational engagement and encourage students to achieve. The text locates itself in international debates about education and poverty, and reports on the Teachers for a Fair Go project - an Australian research project into the work of a number of teachers who were successful at engaging students from poor backgrounds.
Exemplary Teachers of Students in Poverty will greatly benefit researchers, teacher educators and trainee teachers, allowing them to gain a much deeper understanding of the issues, constraints and perspectives in teaching contexts across low SES communities. Search all titles.
Search all titles Search all collections. Your Account Logout. Exemplary Teachers of Students in Poverty. Edition 1st Edition. First Published Imprint Routledge. When you ask your child what they did at school, do not accept 'nothing' as an answer. Have them show you or teach you or name the concept. I learned this as a parent as well as a teacher. It helps the student summarize their learning and helps the child communicate with the parents, in turn building a stronger relationship. Using this data can help drive instruction through reteaching as well as enriching the students academically.
On the one hand, educational outcomes seem solidly attached to socio-economic status, and on the other, education is often cited as a way out of poverty. Exemplary Teachers of Students in Poverty shares successful classroom practice from schools serving diverse and disadvantaged. Download Citation on ResearchGate | Exemplary teachers of students in poverty | Education and poverty exist in a highly contested relationship even in the.
Through this data, I can create and develop stronger lessons that are student-focused and more individualized to what each student needs to be successful. Estrada, currently at Phoenix's Mitchell Elementary School in the Isaac Elementary School District, has taught second grade for five years and previously taught kindergarten for three years. Estrada is bilingual certified and has a bachelor's degree in elementary education with an emphasis on bilingual education. I constantly assess and use data to help me guide instruction in the classroom.
Data from multiple sources such as common formative assessments, observations, class work, district assessments, and summative assessments help me gain deeper understanding of my students' learning. I can use data to identify the strengths and weaknesses of my class as a whole, as well as for each student. Data allows me to reflect on my teaching and the delivery of the lesson, providing an opportunity for me to modify my instruction.
Data also allows me to create small groups based on specific students' needs and also create work for those students that have mastered the concept. Data is essential to me as well as for my students; it allows them to receive feedback and create learning goals. Data from assessments will give you academic results. However, there are no assessments that will help you know and understand your students personally and socially.
Take time to talk about life at home, about their weekends, about their birthday parties.
Students need to know that teachers care about them as people. Create high expectations and never settle for anything less. Sometimes we underestimate our students, but it's amazing what they are capable of accomplishing if we push them. She has worked in education for seven years, including four years as a second-grade teacher and three years as a third-grade teacher.
She has served on multiple school- and district-level committees, including the district's Arizona College and Career Ready Standards adoption committee. Hollenbeck has a bachelor's degree from University of Arizona and a master's degree from Northern Arizona University. From her, I learned the importance of a meaningful relationship. Sakeenah taught according to the saying, 'No significant learning can occur without a significant relationship.
I observed the power of a significant and meaningful relationship and continue to value that lesson. When children know their parents are invested in their education and believe in the importance of a quality education, it can have a lasting effect on the child.
Parents can do this by becoming 'teammates' with the teacher, maintaining open communication and visiting the classroom to ensure that everyone is working toward a common goal of academic and social growth for the child. The idea that 'it takes a village to raise a child' is true when it comes to education. Westwood emphasizes the importance of collaboration through weekly grade-level planning meetings where teams come together to strategically plan meaningful lessons by looking at standards, pacing guides and student work.
We collaborate vertically amongst grade levels to understand what our students should know when they come to us and what they will be expected to do in the next grade.
Lund, a teacher at William C. Jack Elementary School in the Glendale Elementary School District, has spent her eight-year career teaching third grade. She also has coached and mentored student teachers and previously served as a member of district math, reading and writing committees.
She currently is a mentor teacher and member of the school leadership team.
Lund has a bachelor's degree in international studies and gender and women studies from the University of Denver, a master's degree in education from ASU and currently is pursuing an Ed. D from ASU. I work tirelessly to create an environment that gives students choices, builds their confidence, and meets them at their ability level. Currently, I've invested time in project-based learning, which focuses on student-driven lessons resulting in meaningful projects. Most recently, we studied threats to the monarch butterfly and built a way station at our school to create safe passage on their 2,mile journey.
Kids love to move, so create multiple learning spaces in your classroom for whole-class learning and group learning. Model together on the carpet, move students to their desks for group work, and end at your read-aloud spot for closure. Design lessons that allow students to engage with one another and spend your time supporting each group. Learning should be loud, active and fun. You know them better than anyone.
If you think there is something wrong, or that their learning environment is not working for them, talk to their teacher. Work together to create a plan that enables true learning to occur. Learning effectively at home and at school allows for the development of true learners. Miller, a fifth grade teacher at Phoenix's Western Valley Elementary School in the Fowler Elementary School District, has spent 11 years in education, including teaching third, fourth and first grades. She currently serves as the site leader for the fifth-grade team, a member of the Academic Parent Teacher Team, and helps provide staff with yearlong professional development.