The Risk A Quality Teacher Wanabee Faces

When I first started to teach a veteran teacher admonished me, "Quit working so hard. It makes the rest of us look bad." I was shocked.

Not only do teachers who want to be quality teachers get criticized for working hard but also for caring too much. They are told that too much personal involvement is unprofessional. To give no heed to these criticisms is important, especially when working with the Hispanic population. Hispanics as a whole hold teachers in very high esteem and they tend to invite them to many of their special family events such as weddings, baptisms, birthday parties, confirmations, baby showers, quinceañeras, etc.

One of the ways teachers can combat the unpopularity they may face for what they belief and do is to intentionally befriend their critics. They can do this by asking their critics for their opinion or advice about something or ask them to lunch or dinner. But whatever these quality teacher wanabees choose to do it is extremely important not to let the critics' negativity rub off on them.

Authentic Relationships with Students

When students are asked about a teacher who has made a difference they mention that this teacher was not just an instructor of academic skills but also someone who they knew cared about them. By providing protective factors for students teachers can develop these important authentic relationships with students.

The Search Institute has has identified 40 developmental assets--divided into external and internal-- that help students grow up to be healthy, caring, and responsible. Teachers can address many of them:

• External asset--support--caring school climate: Child experiences warm, welcoming relationships with teachers, caregivers, and peers at school.
• External asset--empowerment--service to others: Child has opportunities to serve in the community with adult support and approval.
• External asset--boundaries and expectations--school boundaries: Schools have clear, consistent rules and consequences and uses a positive approach to discipline.
• External asset--boundaries and expectations--adult role models: Parent(s) and other adults model positive, responsible behavior and encourage the child to follow these examples.
• External asset--boundaries and expectations--high expectations: Parent(s), teachers, and other influential adults encourage the child to do her or his best in all tasks and celebrate their successes.
• External asset--constructive use of time--child programs: Child participates weekly in at least one sport, club, or organization within the school or community.
• Internal asset--commitment to learning--learning engagement: Child is enthused about learning and going to school.
• Internal asset--commitment to learning--bonding to school: Child is encouraged to have and feels a sense of belonging at school.
• Internal asset--social competencies--cultural competence: Child continues to learn about her or his own culture identity and is encouraged to interact positively with children of different racial, ethnic, and cultural backgrounds.
• Internal asset--positive identity--self-esteem: Child likes herself or himself and feels valued by others.

For more information on the 40 assets, the 40 assets by age levels, a Spanish translation of the assets, and much more valuable information visit the website http://www.search-institute.org/

Caring Is the Foundation

The research work of Dr. James Joseph Scheurich on the core beliefs and cultural characteristics of highly successful public elementary schools populated by low-socioeconomic status students of color provide some great insights as to how we can better meet the needs of Hispanic learners. One thing he found was the importance of a loving and caring environment.

A school must be a learning community totally devoted and committed to the well-being and the successful learning of each child. In other words, a "family ethos" is created. Creating this kind of environment starts with a quality work environment being provided for the adults in the school--they must be treated in a loving and caring manner by the principal.

Caring is a must. If a school doesn't get this one right all other efforts to make a difference for our Hispanic learners will probably be futile. Caring must be the foundation.