|
Article |
Pedagogical Recommendations |
Current Practices |
| Chapter 5: Classroom-Level Success Factors | Standard-Based Curriculum and Instruction | Adoption of an approach from which to ensure that the curriculum adopted in the classroom environment is standard for all students. Standard-based curriculum means that students would be in a better position from which to build on their performance expectations as part of their engagement in the classroom environment. |
| Chapter 5: Classroom-Level Success Factors | Hope Building | Working towards ensuring that the students have hope even though they may be from a poor background. Hope building focuses on a process from which to ensure that students are accorded positive avenues from which to reflect on their performance outcomes on their performance (Jensen, 2010). |
| Chapter 5: Classroom-Level Success Factors | Arts, Athletics, and Advanced Placements | Providing students with that positive platform from which to express themselves through art (Jensen, 2010). The current practice also focuses on the idea of encouraging students to engage in different forms of as part of building that progressive avenue from which rely on their skills. |
| Chapter 5: Classroom-Level Success Factors | The retooling of the Operating System | As part of adopting this approach, current practice reflects more on the idea of ensuring that students have a clear understanding of their capabilities. That works as a practical approach from which to ensure that students develop the subskills allowing them to advance their performance outcomes. |
| Chapter 5: Classroom-Level Success Factors | Engaging Instruction | In this approach, teachers tend to spend as much time with the students with the focus being towards developing positive behavior. One of the key aspects to note is that students from poor backgrounds tend to have a high possibility of engaging in crime and other harmful behavior. |
| Chapter 32: Imagining An Equity Pedagogy For Students In Poverty | Direct Action and Other Lower Order Pedagogies | The achievement of success in this approach depends wholly on the ability to create a proportionate avenue from which students can learn effectively. As part of current practice, the focus has been on the idea of providing all students with platforms from which to build their skills and abilities (Gorski, 2013). |
| Chapter 32: Imagining an Equity Pedagogy for Students in Poverty | Tracking and Ability Grouping | In this approach, the focus is identifying individual skills from the students from where it becomes easier to group the students as part of ensuring that they advance their position (Gorski, 2013). Current practice dictates that students must operate as part of discussion groups. That not only acts as a guarantee of improved performance but also defines positive outcomes for students from poor backgrounds |
| Chapter 31: Literacy Learning and Class Issues: A Rationale for Resisting Classism and Deficit Thinking | The Deficit Approach | In this approach, the critical element of focus is ensuring that the students understand the fact that there are in specific conditions does not mean that it is their fault (Emingson, 2013). As part of current practice, one of the critical steps taken involves ensuring that students go through counseling as part of providing them with a clear understanding of how to improve their educational outcomes. |
| Chapter 31: Literacy Learning and Class Issues: A Rationale for Resisting Classism and Deficit Thinking | Creating a Space for Dialogue | The focus here is ensuring that the students are accorded effective avenues from which to talk about their situations (Emingson, 2013). The idea of creating a channel for dialogue is to ensure that the students develop positive approaches allowing them to deal with some of the critical issues associated with their economic situations. |
References
Emingson, P. (2013). “Literacy learning and class issues: A rationale for resisting classism and deficit thinking.” Gorski, P. C., & Landsman, J. (Eds.). The poverty and education reader: A call for equity in many voices . London, UK: Stylus Publishing, LLC.
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Gorski, P. C. (2013). “Imagining an equity pedagogy for students in poverty.” Gorski, P. C., & Landsman, J. (Eds.). The poverty and education reader: A call for equity in many voices . London, UK: Stylus Publishing, LLC.
Jensen, E. (2010). “Chapter 5: Classroom-Level Success Factors.” Teaching with poverty in mind: What being poor does to kids' brains and what schools can do about it . New York, NY: ASCD.
