Student+Persistence

__**Preparing teachers to teach in urban schools**:__
// Through the Eyes of the Urban Children: A new Vision for Ohio's Urban Schools Intiative Report to Ohio's Superintendent of Public Instruction, 1997, revised in 2002 //

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“Teachers need to focus on the readiness and successful transition means expanding the frame of reference used to support each student” Teacher and parents play a major role in helping students through the transition stages, and then on to graduation. Teachers need to offer assistance to parents who want to help their child succeed. Parents who wish to be an active parent need support, and communication with the teacher and facility. The more the researchers study the learning process the more they understand the importance of the family and teacher in the success of students. The researchers in this article believe that teachers should: ü Kindergarten to middle ü Middle to high school ü Special education to main stream classes ü High school to collage
 * // Factors: //**
 * Quality of teaching and learning
 * Parental
 * Family
 * Community involvement
 * Productivity
 * Access to reinsurance ( facultity, community, family)
 * //Important strategies://**
 * Improving urban school building conditions.
 * Involve the students in improving conditions in the schools: decision making.
 * Teachers need to be interested in the lives of the students. Ask questions about their day and weekend. To improve teacher and student's relationship. This will help the teacher remain in control to gain respect of the students.
 * __Teachers__ **
 * Identify and describe key points of the transition in the lives of the urban children and teenagers.
 * Teachers need to define the readiness of each student at these transition stages,

At each stage teachers need to be able to: Ø Bring out the strengths Ø Work with their weaknesses Ø Compliment on good grades, after school activities. Help them to improve good self esteem.
 * Encourage the student to replace old rutines and schedules and test stages with a new approach to work with higher curriculum.
 * Focus on what the students needs are in the classroom and home
 * Encourage the students to succeed

Teachers want their students to reach for the stars, and teachers have the power to help or hinder a student’s success. Parents also have the power to help or hinder their child’s ability to succeed. Positive attitudes about learning; empowers the students to learn.

Teacher can encourage and work hard to help a student do will in school, but their home may be different, so teachers also need to encourage the student’s spirit. Then the child can except they can learn.

Teachers should act interested in what the students like, and maybe incorporate it in the lessons.

//Organization structure to promote teachersEngagement in Urban schools, urban Education Programs, Urban Monograph// Louis, Karen Seahore:1995
 * __Parent involvement:__ **

Parents play a major role in the education process.

“Before they say their first word or take their first step, children have gained an immense amount of knowledge about the world. And at the center of that world are parents”.

Parents are a positive or a negative influence on their child’s ability to learn. They can help the partnership or hinder the partnership between teacher and student. Help parents with getting parents involved in the education process. Planning, evaluating programs, support of the families

Parents need to put a higher status on learning Parents need to put a higher status on teachers Parents need to get involved in their student’s life in school setting After schools activities What did you learn today? How was class today, and what did you learn?

__** Drop out Rates of students in urban schools [[image:drop_out_by_sex.gif width="255" height="167" align="right"]] **__
// Report from CNN, News // [] In the May 5,, 2009 report from CNN: reports the drop out rate for urban schools in Washington is nearly 6.2 million between the ages of 16 and 24. In 2007 a total of 16% of all high school students in the U.S drop outs were Latino’s, and blacks in urban schools. The report also proved that not all drop outs were dead – end drop outs, but they were waiting for programs slots to open up (tutoring and meteor programs) these spots never opened up and students were forced to leave. Among the report was a reference to the No Child Left Behind (NCLB) act, which reported drop out report at the state level widespread. 
 * __Children with learning disabilities__**


 * I Like It the Way It is!!!! Peer-Revision Writing Strategies for Students with Emotional and Behavioral Disorders

Morris-Kindzierski, Corinne Preventing School Failure, 2009**

· Students who have difficulty learning because they have cognition troubles · There are not enough teachers · Students have trouble relating to their peers and keeping up with them · They don’t know good writing from poor writing · They feel revisions are not needed and are unimportant

Children who are cultural minorities
 * Perceptions of violence: The views of teachers who left urban schools

Smith, Deborah and Smith, Brian High School Journal, 2006**

· Children from minority groups are sometimes the products of a poor home life · These children may bring weapons or firearms to school · They may live in a violent neighborhood


 * __Children’s perceptions of teachers can influence learning__**

Social Cognition, 2010** · Those who are more truthful have a direct gaze · When someone is lying, they will generally look away or down · Teachers who maintain eye contact with their students are generally believed to be more interested in their students · Teachers with the best eye contact are generally those who are believed to be the most trustworthy
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Here’s looking at you kid: Mood Effects on Processing Eye Gaze as a Heuristic Cue **
 * Wyland, Carrie and Forgas, Joseph

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