The teacher “effectively uses student-centered strategies (based on an understanding of students and depending on the situation) to reach a range of students to convey that students can achieve by working hard.”

In the video clip, the teacher is using the “student-centered strategy” of having students graph their proficiency on each objective, reflect on what they did that made them successful on some objectives and not others (i.e., studying more or working harder), and predict how they will do on the final exam and why. The strategy is “student-centered” because it features active student participation. During this time, the teacher also discusses results with students and ensures that they are making connections between hard work and academic achievement (e.g., “What do you think Cesar?” Cesar: “I have to work a lot more.” Jessica: “This one was good right? I like that you said that you have to work a lot more though because this one you must have done a lot of studying for. This is the one we took in Saturday school, without studying.”) Students’ comments during these discussions and in the context are an indication that the teacher is effective as students can apply what their persistence means in the class and find the messages important, relevant and compelling (e.g., “Well, they kind of show me how I’m doing. I mean, if I’m already proficient in a couple areas, then I know I can be in all of them if I work hard enough.”).

The context reveals that the teacher has two other “student-centered strategies,” including a “More Work=Higher Scores” bulletin board where students write their names each week if they’ve improved 10% on a quiz (after telling the class what work they did), and setting goals with her tutoring session students while giving students scaffolded assignments so that each week they are able to see academic success from their hard work. Both of these strategies are “student-centered” as they include active student participation.