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They are calling one another names and being really catty, and it
wears me out. 1 mean, as soon as they walk in the door, someone
is pushing . . . or calling someone a name. So it's 8:00 in the
morning, and 1 am already ilustercd-
Communicate an
Expectation of Success
When students know that you believe in In our recent study of three novice
teachers of black elementary students,
them, they will interpret even harsh- we watched teachers attempting to
communicate this message on the first
sounding comments as statements of care. day o school (Bondy et al., 2007). The
3rd grade teacher read a story about the
inevitability of mistakes and the impor-
shows you rememher something ihe mate. When the man and his wife spoke tance of persistence. She shared her
student has mentionedthese small v^dth this teacher, they realized that ovm experience with failure and her
gestures do much to develop relation- playful pushing is not accepted in U.S, philosophy of optimism and persever-
ships. Don't underestimate their power. culture; in Egypt, it is an acceptahle way ance. The 5th grade teacher repeatedly
for hoys to communicate affection. Two made encouraging comments such as,
Learn About Students' Cultures aspects of this teacher's approach could "How easy was that?"
Use your knowledge ot culture and have harmed the teacher-student rela- A student Cushman (2003) inter-
learning styles to increase your under- tionship. First, she failed to ask either viewed summarized how teachers can
standing of individual students. Warm the boy or his parents why he had create a culture of success:
demanders ohserve students closely to pushed another hoy. Second, she
Remind us often you expect our best,
learn more ahout their idios)'ncrasies, assumed that this student knewand encourage our efforts even if we are
interests, experiences, and talents. They had chosen to disobeyher behavioral having trouble, give helpful feedback and
waich for clues to learning-style prefer- standards. Therefore, her first response expect us to review , , . don't compare us
ences: Does she work well independ- was to punish him. Although this to other students, and stick with us. (pp.
64-67)
ently? Does he need visual cues to teacher is warm and friendly, her lack of
process what he hears? These teachers deep knowledge of her student or his Beyond Believing to Insisting
hecome students of their students' culture prevented her from conveying to Many teachers use motivational strate-
cultures, learning ahout the music they him that she cared. gies such as these and believe that they
listen to, the television shows they To gain cultural knowledge and have high expectations. What makes
watch, and their after-school activities. competence, Ross, Kamman, and Coady warm demanders different is that they
Warm demanders also recognize that (2007) recommend that teachers insist on students meeting those expec-
their own cultura! backgrounds guide Learn ahout their own cultural tations. They establish supports to
their values, beliefs, and behaviors. beliefs and how those beliefs influence ensure that students will learn, and they
Although it can he difficult to perceive their interactions with students and communicate clearly to sludenis that
ones own culture, culture consistently families. showing respect to the teacher and to
shapes an individual's behavior and Become curious ahout culture and classmates is nonnegotiable. The
reactions to the hehavior of others. difference; try to imagine how school following strategies help teachers
Gaining insight into cultural values and experiences might feel different to become successful demanders.
A S S O C I A T I O N F O R StjPERvisiON A N D DI-VELOPMLNI 57
"nonnegoables" are; and use words climate that fosters engagement among Greenfield, MA: The Northeast Founda-
that invite cooperation. high-poverty students. Warm deman- tion for Children.
Although warm demanders must ders do so by approaching their Corwin, M, (2001). And still werisf;Tritils
and iriumphii of twelve gijle inner-city high
speak firmly, their tone should remain students with unconditional positive
school sludcnls. New York: Harper Collins,
matter-of-fact; they should never regard, knowing students and their Cushman, K. (2003). Pires in lhe haihroom:
threaten, demean, or create power cultures well, and insisting that Advice Jor teachers from liigh school students.
struggles. Students will perceive such students perform to a high standard. New York: The New Press.
matter-of-fact demanding as evidence of Students have told researchers that they Cushman, K., &r Rogers, L. (2008). Fires in
their teacher's commitment. Many want teachers who communicate that the midcili: school bathroom: Advice jor
leachers jrom middle schoolers. New York:
teachers believe they are showing they are "important enough to be
The New Press,
students they care when they continu- pushed, disciplined, taught, and
Esquith, R. (2004), There arc no shortcuts.
ally give "one more chance." Unfortu- respected" (Wilson & Corbett, 2001, New York: Knopf.
nately, giving "one more chance" p. 88). Such is the stance of the warm Furrer, C , &r Skinner, E. (2003). Sense of
demonstrates that a teacher does not demander. 13 relaledness as a factor in children's
mean what he or she says, and this academic engagement and perfonnance.
journal of Educational Psychology, 95(1),
practice could be interpreted as a lack References 148-162.
of caring. Bondy, E., Ross, D. D., Gallingane, C , & Ir\ineJ. J., & Fraser, J. W (1Q98). Warm
Hambacher, E. (2007). Culturally respon- demanders. Education Week, 17(35), 56,
Although classroom teachers have
sive classroom managemeni and more: Kleinfeld, J. (1975), Effective teachers of
little control over many factors that Creating environments of success and Eskimo and Indian students. School
affect student engagement, they do resilience. Urban Education, 42, 326-348. Review, 83, 301-344.
have the means to create a supponive Charney, R- (2002). Teaching chren to care. National Research Council. (2004). Enga^ng
schools: Fosteng high school sutents' moti-
vation to leam. Washington, DC: The
National Academies Press.
Is your school ready to go? Ravet, J, (2007), Are we lisicning? Stoke on
Trent, England: Trentham Books.
Rogers, C. R. (1957). The necessary' and
School' ToGo. com sufficient conditions of therapeutic
personality change, jownai oj Qmsulting
^ Recommend relevant resources Psychology, 21, 95-103.
Ross, D- D., Kamman, M,, &rCoady, M,
^ Share classroom media & materials \ (2007), Accepting responsibility for the
learning of all students: What does it
^ Create personalized recommendations mean? In M. Rosenberg, D. Westling, &r J.
McLeskey (Eds,), Specidf education for
^ Communicote with students and parents today's teachers: An introduciion (pp,
^ Network with teachers & specialists 52-81). New York: Prentice Hall.
Ware, F (2006). Wann demander pedagogy:
"^ Build classroom support that extends Culturally responsive teaching thai
supports a culture of achievement for
beyond the classroom African American students. Urban EduciJ-
tfon,4J(4), 427-456.
Support your school in a visionary new way. Wilson, B. L,&Corheti, H. D. (2001).
Listening ii) urban kids: School reform and
School-ToGo.com lets teachers share the teachers they want. Albany: State
what they are teaching. University of New York Press-