Again, the author has described what good teaching is; according to the writer “Is it possible to describe a pedagogical approach which can serve as an alternative to the pedagogy of poverty? I believe that there is a core of pedagogical acts that define the pedagogy found in urban schools and that have been recognized as exemplary” (Haberman, 2010). For The Mountain Lesson, again, it was clear in the article what the teacher was practicing: giving information, asking questions, giving instructions, reviewing homework, and that was exactly what the teachers of The Mountain Lesson. The poverty pedagogy was evident and clear during the lesson and the reason is that the teacher asked questions only for memorization. The students were not involved in the problem and were simply receiving the information. For The Staircase Problem, this really aligns with what the author explained about supportive teaching. Students were engaged, began to develop an understanding of the task, and made the connection between the problem and reality.