Chapter 3 summarizes different ways an educator can foster a positive relationships with individual students and the classroom as a whole. Different approaches include listening to students, being organized, and know when and when not to discipline. If a teacher is able to produce a positive relationship with their class, they can maximize student engagement and efficiency.
One thing that stood out to me in this chapter was how much teachers and students pay attention to gangs. Under enforcing the dress code section within the chapter, Andres points out: “the longer the belt ism and its color, signal a lot about their gang status, so teachers need to pay attention to it”(59). I would have never thought that gangs would be an issue to a school, let alone specific indicators and how teachers should be aware of this. I went to school in the biggest city in my state, and my high school never (to my knowledge) had any issues with gangs. However, this is insightful information, as I’m sure this is true for states all over the country.
No comments:
Post a Comment