Presentation on theme: "FAVORITISM: WHY DOESN’T TEACHER CALL ON ME?"— Presentation transcript:
1 FAVORITISM: WHY DOESN’T TEACHER CALL ON ME? Lauri A. Schmid-SnoeckEducation Spring 2010Professor O’Connor-Petruso
2 Table of Contents INTRODUCTION Statement of the Problem Review of Related LiteratureStatement of Hypothesis
3 STATEMENT OF THE PROBLEM FAVORITISM : The literature indicates that failure to create close teacher-child relationships results innegative impact on growth of social skills and self-confidencemarginalized and differentiated teaching behaviorslower academic achievementgreater levels of conflict and aggression in the classroom
4 Teacher-Child relationships effect Literature ReviewTeacher-Child relationships effectChildren’s social skills, self-worth and self-esteem. (Berry & O'Conner, Davies & Brember, Gallegher & Mayer)Children’s educational achievement (Daniels et al, Koepke & Harkins, Logan & Johnston, Opoku-Amankwa)
5 Teacher-Child relationships require Literature ReviewTeacher-Child relationships requireTeachers understand and reflect upon their*management style,*teaching strategies,*responsibility to grow as professionals,*power and recognize their impact and influence over students.(Butterman, Egan & Anastasia, Haydon et al, Newberry & Davis)
6 Statement of the Hypothesis Teachers may be unaware of practices of favoritism and its effects on students over time.A change in classroom management or practice can improve equity and fairness and avoid the appearance of favoritism.