Selección de microcontrolador para el sistema de control

Noddings’ (1988) concept of moral education emphasizes that teachers need to be concerned with what their students know and that teachers should model caring when they are concerned with students’ academic achievement. Every participant in the present study felt that teacher caring and student achievement were very closely interrelated. Caring from the teacher to the student was seen as a motivational precursor to student achievement. Each teacher described how their caring actions were interpreted by students who then in turn became motivated to achieve. One teacher, Mrs. Moreland, put it like this:

As I work with students, especially underachievers, and even just middle of the line students or any students, it builds up a positive environment. It makes them want to learn and want to be successful. I feel like part of how I care for them is not that I am just concerned for them but I want them to do well. I want for them to be successful and so it kinda builds and motivates them to do well. It brings self-motivation and builds that self- motivation and self-efficacy to go with it. So therefore they want to learn and they want to achieve to make me proud and they want to build that pride within themselves.

Another teacher, Mrs. Sperry, suggested that caring in the form of a rapport that has been built with the student along with encouragement resulted in the students working harder. That renewed work ethic resulted in higher student achievement. She continued to explain her meaning of achievement:

I’m thinking of some of the students, where they come from at the very beginning of the school year. When I’m thinking about student achievement and the growth, I’m realistic enough to know that all students are not going to have that same amount of growth. But I do know that when there has been support there for them and that relationship has been built, there is going to be growth. It is not going to be the same as everybody else. But they’re going to be able to leave feeling like I could not do this but I can do this now. I kinda struggled with that a little bit, thinking of achievement and the success because the success is not going to be the same for every one of them. It might not even be passing the CRCT or the writing test but there’s going to be some achievement and some growth. It might not be what our state says there has to be for success.

As discussed earlier, one very prominent aspect of caring concerning academics is finding out what each student needs and allowing that to be the curriculum for that child. Mrs. Burnes differentiated by learning styles, ability, and focus groups.

Today during writing time I had students writing. I had one student at the board editing a paragraph because he has trouble with punctuation and grammar. Then I had another student looking at different pieces and she was identifying the genre because she wasn’t clear on which genre goes...actually it was my ESOL student today looking at different

pieces. She had to tell which genre they were so they were working on a task but there were three or maybe four students working on another assignment.

Spending time with individual students and learning what they need is how Mrs. Shay believed teachers help students:

Through student interest they can support, through learning styles, how they learn the best, they can gradual release where they work toward independence, they can support it through getting them in a just right book, and making sure they have a reading level book that’s appropriate to them. If needed, they can read the test questions. That way it’s not just a Reading test in Social studies or Science but what they actually know.

Mrs. Kendrick emphasized that ELs, are “way behind sometimes” but that the caring teacher part really does bring them along the way. She utilized a variety of methods to help her ELs progress:

I allow my EL students to use the computers and technology. That will take them to a lower grade level so that they can build their vocabulary or build their knowledge of English learning while other students attend to their own learning assignments. That might not always be computer assignments or technology. I use a lot of listening centers and things like that or pictures to meet the instructional needs for that child and where they need it. Some are higher than others. That’s what I do. I also use my students, my English students to be like peer tutors… to say “Hey no, this is really what it is or this is how you say that or this is how you really do that…” because sometimes children are their best teachers.

Her experiences with ELs and other students have made a distinct correlation between achievement and caring in her mind because “you can’t have one without the other.”