ERIC Number: ED358206
Record Type: RIE
Publication Date: 1989
Effective Strategies for Teaching Minority Students.
Hill, Howard D.
A large percentage of practicing teachers has not had courses in urban education or multicultural studies. This volume attempts to fill the void for teachers who find themselves teaching minority students but are unsure about how to best meet their needs. An overview is provided of many issues that are essential in teaching minority students. Chapter titles include the following: (1) Requisite Preparation for Teachers of Minority Students; (2) Student Success in School and Life; (3) Facilitating Learning and Achievement; (4) Educators Developing Cultural Sensitivity; (5) Teaching the Exceptional Student; (6) Exit Examinations Are Not the Problem; (7) Beyond the Basic Skills; (8) Child Abuse: A Social and Societal Problem; (9) Communicating through Other Languages and Dialects; (10) Global and Multicultural Understanding Skills; (11) Developing Communication and Rapport with Parents of Minority Students; (12) Home Visitations for Teachers; (13) Communication about AIDS and Health Practices; (14) Reading: The "Basic" Basic Skill; (15) Athletics and NCAA Proposition 48; (16) Minority Students: Why Wait for Them To Fail?; (17) Teaching: No Pain, No Gain; (18) Teachers Are Their Students' Keepers; (19) Praise, Encouragement, and Feedback in Instruction; and (20) Postscript: Effective Teaching Success. (SLD)
Descriptors: Academic Achievement, Cultural Awareness, Cultural Differences, Elementary Secondary Education, Ethnic Groups, Guidelines, Health Education, High Risk Students, Minority Groups, Multicultural Education, Parent Participation, Reading Instruction, Special Needs Students, Teacher Education, Teaching Methods, Urban Schools
National Educational Service, 1610 W. Third Street, P.O. Box 8, Bloomington, IN 47402 ($16.95, add $2 per copy for shipping unless prepaid; Indiana residents add 5% sales tax).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: National Educational Service, Bloomington, IN.