Essential Question and Answer Blog 6

How can having an understanding and appreciation for the cultures, backgrounds and values of our students help us as teachers to teach them more effectively?



In the article She's Strict for a Reason: Highly Effective Teachers in Low-Performing Urban Schools, the authors studied 31 highly effective teachers in nine low-performing urban schools in some of the most economically depressed neighborhoods in Los Angeles County, California. The study lasted for four years and attempted to answer the following questions.

Are there highly effective teachers in low-performing urban schools?
If so, what instructional strategies do they use?
What are their personal characteristics?

As implied by the title of the article the authors were able to find very effective teachers in low-performing environments. When the research progressed toward answering the second question posed regarding instructional strategies the results were surprising to the authors. What they found were very strict, intense academic environments where traditional, Objectivist instruction was thriving. That environment, however, was balanced by strong and respectful relationships and a strong belief in the abilities of their students. Lastly, in answer to their final question regarding the personal characteristics of the highly effective teachers the authors found that the teachers were strong, no-nonsense, make-it happen people who were optimistic for students’ futures, responsible, hard working, emotionally stable, organized, and disciplined.  Also identified were a set of core beliefs shared by the teachers about their students as listed below.
1. Every one of my students has much more
potential than they use;
2. They have not been pushed to use it;
3. It is my responsibility to turn this situation
around;
4. I am able; and
5. I want to do this for them.

The authors conclude that concerns about Objectivist methods of instruction may be unwarranted and that Constructivist methods should be highly questioned when instructing students in low-performing urban schools. While I respect the findings of the authors and don't doubt their validity, I think it would perhaps be even more valuable to inspect the relationship between the high standards and expectations these teachers set for their students and the corresponding high achievement of their students.

Poplin, M, Rivera, J., Durish, D., Hoff, L., Kawell, S., Pawlak, P., Hinman, I.S., Straus, L., Veney, C.  (2011). She's strict for a good reason: Highly effective teachers in low-performing urban schools. Phi Delta Kappan, 92(5), 39-43.