Effective Teaching:

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Effective Teaching:. What do we know about teaching strategies that work for students experiencing homelessness? Patricia A. Popp Project HOPE-Virginia pxpopp@wm.edu Fran Anderson Kenosha Unified School District kusd@shalomcenter.org. Agenda. - PowerPoint PPT Presentation

Text of Effective Teaching:

  • The context what do we know about our students achievement?Preparing teachers and tutorsGeneral strategies to address student needs:AffectiveAcademicTechnicalContent specific strategies

  • What do the statistics say?

  • Absenteeism is greaterDevelopmental delays occur at 4 times the rate reported for housed peersLearning disabilities identified at double the rate of housed peersTwice as likely to repeat a grade

  • Academic Progress in Reading and Mathematics, Grades 3-8

    2005-062006-072007-08Grades 3-8 Tested in Reading136,153120,77083,137Grades 3-8 Proficient in Reading60,98059,70936,395Percent Proficient in Reading44.79%49.44%43.78% Grades 3-8 Tested in Math135,890119,63380,886Grades 3-8 Proficient in Math62,08154,09234,181Percent Proficient in Math45.68%45.21%42.26%

  • Adequate yearly progress (AYP) and disaggregated categoriesOn Time Graduation Rate Joe Johnson serve our homeless students wellwell reach everyone

  • When you find research that makes sense and fits what you seeThats the research to which you should pay close attention

  • What do teachers see?

  • Below grade level (2 years by 6th grade)Lacking many cognitive strategies (due to lack of mediation from an adult)Lack of environmental knowledgeWeak vocabulariesTrouble solving abstract problems and making inferences

  • 34% genetics66% environment

    BUT THERE IS HOPE!!!Its not just critical periods of developmentThe window doesnt shutThere are more critical experiences that we can provide

  • Federal, state, local policiesImmediate enrollmentLocal liaisons and collaborationSchool stabilityAccess, attendance, and success in schoolNCHE EffortsHighly Mobile Students, Reading on the Go!, Qualities of Effective Teachers

  • There is persuasive evidence that students benefit from high quality instructions and that these benefits are cumulative for student who have good teachers for several years.Teacher effectiveness matters so much that low-income students lucky enough to have three very good teachers in a row in elementary school earn test scores that, on average, are similar to middle class students.

  • EFFECTIVE TEACHERSPrerequisitesOrganizing for InstructionClassroom Management & InstructionImplementing InstructionMonitoring Student Progress & PotentialThe PersonJob Responsibilities and PracticesUsed with the Permission of Linda Hutchinson, Doctoral Student, The College of William and MaryBackground

  • Affective Needs

    Academic Needs

    Technical Needs

  • What does it mean?Focusing on the outside needs of at-risk/highly mobile students such as assistance with food, housing, referrals to agenciesConsidering relationship with parents in working with students

    What does it sound like? Its not that the parents dont care and I find the parents increasingly supportive. But the reality is that they also come from highly dysfunctional homes.-- Tanya

  • They need to understand how homelessness influences school performance

    How do we make this happen?

  • Students:Will decide to work in your class IF they like youLove to entertain and tell stories in casual registerAre disorganizedOften lack basic classroom survival skillsMay not know or use middle class courtesiesMay not know or use conflict resolution skillsGet angry and quit working easily (emphasis on present feelings)

  • Communication skillsWorking with parentsWorking with other teachers and tutorsWorking with other support personnelGetting outside helpKnowing the resourcesKnowing who to call

  • What does it mean?Helping students develop a sense of belongingDeveloping intrinsic motivationAttending to emotional needs What does it sound like? I work hard to reduce stress in the classroom to make it very comfortable and positive. I want to be seen as a helper/facilitator, not a dictator.-- Jeana

  • Connecting with studentsClassroom management

  • You came back!Assimilate quickly into classBe honest about students academic levelReflect all progress with praise (esp. attitude)Teach life lessonsUse adult voice (avoid sarcasm)Appreciate students humor and ability to entertainShow personal interest in the studentProvide individual helpGive wait time and give clues when there is trouble answering a question (scaffolding)

  • CultureThe way we do things around hereClimateThe way we feel about the way we do things around here

  • Rules standards or expectations



  • Looks LikeSounds Like

  • Post themSing themCheer themRap themRhyme themLet the students help create a method

  • Describe and demonstrate desired behaviorGive contextGive rationaleModelRehearseSimulatedGuided practiceDistributedFeedbackSandwich TechniqueEye Contact

  • An ideal strategy would: Maintain/restore order immediatelyNot affect a positive learning environmentPrevent repetition of the problem

  • MinorModerateMore extensive

  • Nonverbal cuesPacing speed upProximityGroup focusingBehavior redirectInstructionBrief desistStudent choiceI message

  • Withhold a privilege or desired activityIsolate or remove student(s)Use a penaltyAssign detentionUse a school-based consequence

  • Problem solvingPeer mediation/conflict resolutionConference with a parentIndividual contract with the student

  • Label the problem Alternatives are brainstormed Choose one (+) to implement and gain commitment Evaluate effectiveness of implementationof outcome

  • Place event in center of wheelGenerate feeling words on one halfGenerate possible solutions on other half


  • Write and model classroom rulesTeach and model conflict resolution skillsTeach and model middle class courtesies (give a second set of rules from which to choose)Include student in discipline process (alternative behaviors)

  • What does it mean?Focusing on the academic achievementWorking toward academic progress

    What does it sound like? I think [my relationship with students] its a big role because I take ownership into their learning process and involvement and there should be no question on their part that Im a player and that they dont stand alone. And I think that makes a big difference. -- Janice

  • Reading testsWriting samplesComputation probes

  • Tools kept in students boxesNon-reader skillsFuture worksheetsSchool spelling listsCopies of report cardsPlanning interventions

  • Balancing student needs and grade level expectationsSystematic building of vocabularyImportant to concept developmentDirect teaching of formal registerDirect teaching of classroom survival skillsHand raising, note taking procedural self-talk)

  • Help students set goals (control impulsivity)Teach students to ask questionsTeach students to sortHelp students process abstract information through mental models

  • Common needs

    What worksInstructional techniques/tips


  • Common needs

    What worksInstructional techniques/tips


  • Common needs

    What worksInstructional techniques/tips


  • nothing, absolutely nothing has happened in education until it has happened to a studentJoe Carroll, 1994

    Pat welcome and survey audience*Pat provide overview*Pat*Pat*Pat*Pat I want to add a bit to this*Pat*Pat - transition to Fran*Fran*Fran*Pat*Pat*Quote from National Academy of Education Teacher Quality Education Policy White Paper just released**Introduce James Qualities of Effective Teachers as the framework for examining the characteristics of highly effective teachers of at-risk and/or highly mobile students

    *The needs of at-risk/highly mobile students can be thought of in three ways. First, are the affective needs. These include a sense of belonging, caring, and a supportive and nurturing atmosphere.

    The second need includes academic needs. At-risk/highly mobile students have academic needs as well that are sometimes overshadowed by other needs.

    Technical needs include those areas of assistance such as assistance with outside organizations, homeless shelters, in-take centers, food, clothing, etc. *Fran*Fran*Fran**PatPat to Fran*Fran*Popp, 2008*Pat I can cover the next set of slides quickly feel free to chime in with your examples we seem to be very similar in our approach to this, so I can easily mention what I observed in your room as fitting what worksPopp, 2008*Define with classAdd examplesRules - start with how to teach - looks like, sounds like

    Procedures: kindergarten examplefoxtrot cartoon

    Too many

    Routines: Family Circus cartoonPopp, 2008*Popp, 2008*Popp, 2008*Popp, 2008*Popp, 2008*Popp, 2008*Popp, 2008*Do you have a conflict resolution technique you like to use?We could break into groups to have folks walk through LACE, wheels, etc with short scenarios and report out I have a feeling this is the place we should take a break

    We can summarize the mgmt tips after breakPopp, 2008*Popp, 2008*Fran?Talk about higher education frequently ?here or in academic?? mention Lorraine Monroe

    **PatFran*Fran*Fran*Fran*Create small groups to address the three topic areas and then have folks report out. We can add our thoughts to the discussions.**Closing thoughts