Wednesday, May 17, 2017

Defining, Developing, and Supporting Effective Teachers in Urban Schools



The idea that hope alone will transform the world, and action undertaken in that kind of naïveté, is an excellent route to hopelessness, pessimism, and fatalism. But the attempt to do without hope, in the struggle to improve the world, as if that struggle could be reduced to calculated acts alone, or a purely scientific approach, is a frivolous illusion. (Freire, 1997, p. 8)

At the end of the day, effective teaching depends most heavily on one thing: deep and caring relationships. Herb Kohl (1995) describes “willed not learning” as the phenomenon by which students try not to learn from teachers who don’t authentically care about them. The adage “students don’t care what you know until they know that you care” is supported by numerous studies of effective educators (Akom, 2003; Delpit, 1995; Duncan-Andrade, 2007; Ladson-Billings, 1994). To provide the “authentic care” (Valenzuela, 1999) that students require from us as a precondition for learning from us, we must connect our indignation over all forms of oppression with an audacious hope that we can act to change them. Hokey hope would have us believe this change will not cost us anything. This kind of false hope is mendacious; it never acknowledges pain. Audacious hope stares down the painful path; and despite the overwhelming odds against us making it down that path to change, we make the journey again and again. There is no other choice. Acceptance of this fact allows us to find the courage and the commitment to cajole our students to join us on that journey. This makes us better people as it makes us better teachers, and it models for our students that the painful path is the hopeful path.
-- Jeff Duncan-Andrade

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