In Rural Settings, Van Tassel-Braska And Hubbard Found

several precepts for teachers by which they must guide their focus. By caring, Noddings writes, a teacher is pursuing, “an education for whole persons,” which, “must address social, emotional, and ethical issues, as well as academic.” (238, Educating Whole People) When teachers present several different viewpoints on controversial issues, teachers do not teach students to be relativistic. Rather, by empowering students to explore and navigate through the issues which are most important to them, teachers will inherently be showing students the importance

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

From the perspective of students, positive student/teacher relationships are important in their schooling (Bernstein-Yamashiro and Noam, 29). These relationships are important because it gives students more motivation to come to school and to try harder in class (Bernstein-Yamashiro and Noam, 33). Some example of positive student/teacher relationship includes extra help, encouragement, motivation, learning their identity, how to form and maintain professional relationships, and develop socio-emotional skills (Bernstein-Yamashiro and Noam, 2013). Not only do students do well when they have positive relationships, teachers also benefit from them as they are satisfied when students put effort into their work (Bernstein-Yamashiro and Noam, 35). It is cited that a lack of connection to caring adults in school is a variable of alienation, failure, and dropout (Bernstein-Yamashiro and Noam, 17).

Black male students also acknowledged that many of their best educators demonstrate support daily. This includes educators who academically challenge them, provide evidence of how education is linked to their future goals, and show genuine interest and care for their students. Allen (2015) found that caring for students specifically included making students feel welcomed within the classroom environment. One of Allen’s

Upon the premise of further exploration, Mari Ann Roberts found a definition of what is meant to care for underachieving African American male students. Roberts surveyed eight African American teachers to attain their point of view of what it meant to care for their students which included informing them about how to survive in the racism of the United States of America that they will and are exposed to (Roberts 456). The discussion of political clarity was addressed by several teachers to help students understand “the importance of education and emphasized that they believed, for Black people, academic achievement would eventually equal equality” (Roberts 458).

The video that addressed the Chicano community had a large issue with the teachers and their communication with the students. It is important that teachers exhibit positive and appropriate forms of communication. The video documentary created by PBS displayed the clear negative attitude that were exhibited towards students that were non-native language speakers. In the video, the teachers in the school had complete transparency with their unapproval of the Chicanos and their inability to speak english. Students were given a hat that labelled them as “Spanish” until they learned English. Teachers would even go as far to reference the students in their classrooms as “you little Mexicans.” Teacher attitude plays a key role in the progression of all students in the classroom, but especially the ELLs. Teachers must realize and acknowledge that the expressions they make in the classroom have a lasting effect with the students they teach. The classroom is a social setting that ELLs must learn to adjust to with time and patience. ELL students thrive off positive interactions in the classroom. When a teacher shows a student negativity or disapproval, the student is more likely to become avoidant and withdrawn in the classroom. An immigrant student needs a teacher that encourages their interaction in the classroom and provides continuous positive feedback, both verbally and nonverbally. This affected the students in many ways. The students’ confidence levels were low in the classroom. The students also were given a sense of motivation from their teacher’s poor attitude. If I were the teacher in this circumstance, I would provide a positive attitude for all of my students. Regardless of my personal feelings, I would treat my students with respect and love. I would embrace my students cultures and educate the rest of the students in the classroom about

Today in classrooms there will be any students that come from different backgrounds. It is the teacher’s reasonability to make sure that each student feels welcoming in the classroom whether they come from a different background or not. Teachers need to make sure that they know their students and were their students come from. By doing this the teacher can create relationships with their students and the teacher can use that information to incorporate in the classroom.

Sullivan (2010) says this type of approach is “underpinned by an ethos of respect, care, responsibility, and substantive transformation of discriminatory systems.” Teachers must exhibit a level of concern for their students to help them excel. Glickman, Gordon, & Ross-Gordon (2014) demonstrated other ways culturally responsive teachers can cater to a diverse community. Incorporating linguistic diversity, learning about the students’ families and communities to integrate into teaching, utilizing the students’ strengths to help them learn, creating a collaborative classroom environment to reflect a variety of beliefs, enforcing behavioral and academic guidelines, and highlighting the issues of race and culture in an effort to promote awareness and overcome these challenges (p.

Teachers must have a full understanding of their student’s cultural and socioeconomic backgrounds in order to become socially conscious of the power relations among their students. In order for teachers to learn to lose their own biases, I will host after school teacher trainings where I will facilitate discussions about race and class. This is important because according to author Gilda Ochoa, if teachers hold on to cultural assumptions they run the risk of sending racialized messages to their students, who then internalize them (Ochoa 165). In her book, Academic Profiling, she provides examples of how students pick up on such messages. For instance April Lee, reveals how she is aware of her teachers’ expectations of Asian Americans when she states, “When a teacher looks at you and your face, [they think,] “oh, you’re Asian.” She must be really smart, or she must be really good at math” (Ochoa 165). These stereotyped messages or “ideological assaults” often translate into the differential ways teachers treat their students and is known to create resentment in the students treated inferiorly (Ochoa 172). Clearly, in order for

Children and families may suffer if their identity, culture and language are ignored. In a classroom if the black are ignored and the white are respected then this results in clashes among the black society and white society. So the teacher must maintain equality among all the students in the class and give them the opportunity to reflect in the society.

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

Students in the Blytheville School District, it would seem, are overly concerned with challenging the rules and seeking to find loop-holes in policies that do not meet their approvals. Brown and Knowles, authors of What Every Middle school Teacher Should Know (2014) stated, “Young adolescents have a strong desire for justice and are interested in idealistic plans for making the world a better place.” It is my opinion that middle school students do, in fact,want justice and peace, but more over want things to work in their favor. In their new found maturing levels, they want to challenge the reasoning behind any rules or regulations that provide static in their otherwise cushioned lives.

Final thoughts: Students behavior can be influenced by many things such as their cultural influences, living situation, and what they are exposed to. Ms. Rollison needs to be aware of the cultural influence that affects the student’s behavior. Every culture is different and it influences how a student will interact and respond to authority. Culture can influence the way they talk with their peers, views on sharing, and the way they act all around. Having many students with different culture background leads to a diverse class with different views on how they act toward their peers.

In order to establish an effective role in high school student lives, teachers must create a positive environment in the classroom, engage the students with a variety of materials, and provide different variations of learning techniques that will accommodate the needs of every student (Bellanca & Brandt, 2010). While also, displaying the personality of a culturally competent teacher that is able to effectively incorporate diversity in her curriculum. On the other hand, some teachers lack the ability to influence their students, and cultivate a positive learning environment. These teachers typically do not incorporate theorist ideas and techniques for creating a meaningful classroom environment (Flinders & Thornton, 2013). For that reason, students lose interest