Identifying the attitudes and traits of teachers with an at‐risk student population in a multi‐cultural urban high school

Abstract

PurposeTo identify the attitudes and traits of teachers with an at‐risk student population in a multi‐cultural urban high school.Design/methodology/approachA research team consisting of doctoral students and their faculty advisor used an appreciative inquiry model to identify attitudes and traits of teachers who supported effective teaching in an urban high school with a high at‐risk student population.FindingsThe research team's findings indicate that those perceived as effective teachers were culturally responsive, sought small successes, encouraged students, flexible, and caring. They also formed meaningful relationships with students, had caring attitudes, and viewed themselves as difference‐makers. The research team also found a number of non‐supportive teacher attitudes and traits: blaming, racial attitudes, frustration leading to inflexibility, co‐dependency leading to encouraging the neediness of students, and lack of respect for the contributions made by the surrounding community and parents.Originality/valueTeachers, administrators, and counselors agreed that forming relationships and caring for students were at the core of the attitudes and traits of effective teaching. Moreover, teachers with effective attitudes and traits were seen as having the ability to integrate into the school and surrounding community's culture to encourage students to succeed in school.

A Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkey

“…in the instruction process. Among the above mentioned reasons, crowdedness of classrooms, inconsistency of the instruction program in terms of content and time, lack of pre-service and in-service training, and insufficient support from stakeholders, are also found in the literature as causes of inapplicability (Al Otaiba et al, 2005;Calabrese et al, 2005;Edwards et al, 2006;George & Alexander, 2003;Margolis & Nagel, 2006;Sharabi 2009;Wormeli, 2005). Among the answers given by teachers, combined classroom structures and paid teacher policy can be evaluated as restrictions peculiar to Turkey.…”

“…Indeed, most of the related studies in the literature try to reveal the ideas of the teachers on theory and application. According to the findings of these studies, some of the difficulties teachers have during the implementation of this approach are as follows (Al Otaiba et al, 2005;Calabrese et al, 2005;Edwards et al, 2006;George & Alexander, 2003;Margolis & Nagel, 2006;Sharabi 2009;Wormeli, 2005): (1) the population of the classrooms; (2) the gap between the expected work and time; (3) rarity of the resources and the difficulties in pre-assessment; (4) insufficient professional development; (5) insufficient training from the teacher training institutions on the approach; (6) insufficient support from the school administration; (7) insufficient support from parents; (8) difficulties in adaptation of the curriculum (9) redundancy of the students with learning difficulties.…”

Media representation of teachers across five countries

“…These are characteristics that teachers as moral citizens display (Campbell, 2008;Calabrese, Goodvin & Niles, 2005;Eisenhauer & Pratt, 2010;Helterbran, 2008;Osguthorpe, 2008;Stronge, 2007;Watson et al, 2010). The moral teacher is constructed as a carer, encompassing social and emotional connections and "promot[ing] students' positive interpersonal experiences" (Narvaez & Lapsley, 2008, 159).…”

“…The moral teacher is constructed as a carer, encompassing social and emotional connections and "promot[ing] students' positive interpersonal experiences" (Narvaez & Lapsley, 2008, 159). Caring teachers listen and pay attention to students' concerns (Stronge, 2007) with implications for classroom achievement (Calabrese et al, 2005).…”

Going Back to the Basics: Demonstrating Care, Connectedness, and a Pedagogy of Relationship in Education

“…While students and other stakeholders value instructors who are knowledgeable in their area of study, what is more valued is an instructor who takes the time to demonstrate care while providing encouragement, developing a connection, and cultivating a climate of trust and respect (Garza 2009). Teachers who show that they genuinely care and make it a point to develop meaningful relationships with their students irrespective of the environment in which instruction is being delivered, tend to have a positive influence on their students and ultimately on their educational growth (Calabrese, Goodvin, and Niles 2005;Hawk and Lyons 2008).…”