Once again, the writer has described what good teaching is; according to the writer “Is it possible to describe an educational approach that can act as an alternative to the pedagogy of poverty? I believe there is a core set of teacher acts that define the pedagogy found in urban schools that have been recognized as exemplary” (Haberman, 2010). For The Mountain Lesson, once again it was clear in the article what the teacher practiced such as giving information, asking questions, giving directions, reviewing homework, and this was exactly what the Mountain Lesson teachers did. The poverty pedagogy was evident and clear during the lesson and the reason is that the teacher only asked questions for memorization. The students were not involved in the problem and were simply receiving the information. For The Scale Problem, it really matches what the writer explained about favorable teaching. Students became engaged, began to develop an understanding of the task, and made the connection between the problem and reality