RTL_1 xIMG_0584.zip
 

• Type of paperEssay (Any Type)
• SubjectEducation
• Number of pages1
• Format of citationAPA
• Number of cited resources0
• Type of serviceWriting

I need to correct my old paper with the professors revise and annotations. I need to extend my paper to make it at least three to four pages. *Very important: to correct what my professor has annotated or note on. Ive attached my old paper and the three images on the annotation from my professor.

Runninghead: RESPONSE TO LITERATURE 1: PHILLIPPO

RESPONSE TO LITERATURE 1: PHILLIPPO 3

Response to Literature 1: Phillippo

Kenia Trujillo

February 6, 2019

Rosalinda Larios

ULRN 4190-03

Research questions

How do students from nondominant groups perceive teachers’ effort to develop relationships with them? And how do student from nondominant envision optimal student-teacher relationship? What sociocultural factors promote a strong student-teacher relationship or detract from them?

Setting and participants in the study

The data of this study was drawn from a larger study of both students and teachers experiences with not only forms of social but also emotional support in a setting of small high schools. Mainly, the setting of the study was significant since it had high expectations for the personalism of teacher and also a student-teacher relationship which is well-developed and hence provides a precious opportunity of carrying out this study.

The participant of this study were students from three small high schools in the metropolitan area of California. For a school to qualify in this study, it’s required that each school have an advisory program whereby teacher worked as the advisors. Moreover, at least 40% of its students received lunch for free or one reduced in price, finally, at least 65% of the student of color to be enrolled. Three student of color from low-income families were nominated.

Best practices and tensions

One of the best practice used in this study is record observations. For instance, all content-area and advisory classrooms were visited and hence unstructured periods of the day and staff meeting observed and recorded. Secondly student interview was also a best practice in the study, for example, individual student who were participating three to four times over the course of the 2007-2008 school year were interviewed.

The effort of teacher to learn about student in some occasion leads to conflicts with student preferences and cultural norms about discussing personal matters. For instances, when teachers are persuading what they think is best for students, it makes students feel like their wished are devalued.

Conclusion

The process of teachers knowing students, providing support and also invading their lives is essential. Mainly, if policies of personalism are well intended, and students’ wishes valued, then teachers’ personalism yields positive results. With an objective of avoiding creating tensions that undermine student-teachers relationships, teachers must adapt context-sensitive approaches when knowing and supporting students which can lead student achievements.

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