Confident teachers set high standards of performance for themselves, accept responsibility if the standards are not met, and respond to failure with renewed effort. They are willing to try new ideas, use instructional strategies which are powerful but difficult to acquire, and involve parents in school activities.
Confident teachers set high standards for pupils and persist until they are met.
This qualitative study involved four grade 9 math teachers from Northumberland-Clarington, Peterborough, and Victoria Boards of Education. Each was an effective teacher who had prepared for destreaming. The data collection focused on what they found challenging about destreaming and the coping strategies they developed. At first, destreaming had a negative effect on confidence. Integrating these strategies to teach a mixed-ability class in a subject in which learning was sequential proved to be difficult.