Many teachers and schools embraced such slogans as “All children can learn” and “Believe and students will achieve.” However, the teachers in this study did more than hold high expectations for their students; they created the opportunities necessary for students to acquire the knowledge vital for school success. Hazel talked about why actions had to be consistent with beliefs about students’ ability to succeed:

You hear everybody say all the time that “all kids can learn.” Okay, and we should have high expectations, and we should tell them that we have high expectations, and I do all of those things. But it isn’t just enough to tell a child that you can do it. You also have to show the child how he can do it. 

POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD 

Hoy traemos a este espacio este artículo titulado:
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS A Case of Four Teachers
de TYRONE C. HOWARD The Ohio State University en Urban Education.
First Published March 1, 2001  

Abstract

The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective teachers of African American students have emerged in an attempt to reverse these disturbing trends. This article examines the findings from a qualitative case study of four elementary school teachers in urban settings. The findings reveal teaching practices consistent with various norms espoused by African American students in a manner that could be termed “culturally relevant.” In this article, three of the major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success

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 Fuente: [ slideshare vía Urban Education]