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Poor schools, poor students, successful teachers Swanson Gehrke (2005),…
Poor schools, poor students, successful teachers Swanson Gehrke (2005)
Successful teachers
Strong knowledge base
Basic knowledge for incoming and practicing teacher in an urban poor school:
- Effects of poverty on teaching
- Resources aviable in the school and community
- Acknowledgement of the additional bureaucracy
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Teachers require skills to deal with different problems such as inadequate materials, lack of time or obsessive concern with scores
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High Expectations
Successful teachers believe that all children can learn; therefore they maintain high expectations for all students
When teachers lower expectations for students because of a belief that there is little can be done given to the students' environments, student achievement lags and school reform is not possible
The urban school context
Urban poor schools: conditions of overcrowding, high turover, limited resources, economic diferences
A mismatch exists between the background of most teachers and the students for whom they are responsible to
The greatest gap between their expectations for students and the reality in terms of resources, achievement and teacher quality
Conclusion
Teachers are not effective because of qualities or attributes, but because their approach to the setting
Characteristics of successful teachers:
1. Being aware of their personal beliefs and knowing the background
2. Having a strong knowledge base about poor schools
3. Believing that all children can learn and knowing the environment is not an excuse for lowing expectation
2nd A students:
María Elena López Benlloch
Noelia Martínez Moreno
Irene Modesto Dueñas
María Pinazo Ramírez