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FAVORITISM: WHY DOESN’T TEACHER CALL ON ME? Lauri A. Schmid-Snoeck Education 702.22-Spring 2010 Professor O’Connor-Petruso.

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Presentation on theme: "FAVORITISM: WHY DOESN’T TEACHER CALL ON ME? Lauri A. Schmid-Snoeck Education 702.22-Spring 2010 Professor O’Connor-Petruso."— Presentation transcript:

1 FAVORITISM: WHY DOESN’T TEACHER CALL ON ME? Lauri A. Schmid-Snoeck Education Spring 2010 Professor O’Connor-Petruso

2 Table of Contents INTRODUCTION – Statement of the Problem – Review of Related Literature – Statement of Hypothesis 2

3 STATEMENT OF THE PROBLEM FAVORITISM : The literature indicates that failure to create close teacher-child relationships results in  negative impact on growth of social skills and self-confidence  marginalized and differentiated teaching behaviors  lower academic achievement  greater levels of conflict and aggression in the classroom 3

4 Literature Review Teacher-Child relationships effect Children’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 ) 4

5 Literature Review Teacher-Child relationships require Teachers understand and reflect upon their *management style, *teaching strategies, *responsibility to grow as professionals, *power and recognize their impact and influence overstudents. (Butterman, Egan & Anastasia, Haydon et al, Newberry & Davis) 5

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. 6


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