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Self and others

This category involved one’s sense of belonging to one or more groups. Belonging has included one’s status within the groups, which can differ. A person may have high status membership in some groups and low status membership in others. This happens simultaneously. Sense of belonging within groups impacts motivation to learn (Marzano, 1998). Examination of this category was limited to relationships between the participants and their teachers. Supportive teachers tended to promote an inclusive environment. Teachers who blamed students for not understanding the academic subjects tended to create exclusionary environments.

Participants perceived themselves as having low status in terms of the role of student regarding relationships with teachers at the comprehensive high school. Each student was cognizant of the qualitative difference in responses and feedback from different teachers. The behavior of educators influenced student perceptions of self in negative and positive ways. Beth described negative relationships with teachers,

My Mom died and most of my teachers knew it but did not express any sympathy. It seemed to me that my personal tragedy did not matter to them at all. It was the darkest time in my life. I felt my heart ripped from inside of me. My teachers did not reach out to me.

Peter recognized that being labeled “at-risk” seemed to automatically relegate him to being a low status group membership,

Because I was labeled “at-risk,” my teachers treated me differently. I noticed they did not spend as much time with me as those doing well. One teacher gave paper extensions to other students, but did not cut me any slack. I felt that I was less important than other students because I was “at-risk.” The teachers gave up on me and judged me because I was not on track to graduate.

Tyrone indicated his perception of experiences of being singled out by teachers as a way of undermining his relationships with other students: “My teachers would sometimes make me do things aloud just because they know I wasn’t good at it. They saw that making me do it out loud would embarrass me. It made relating to others difficult.” Kathy shared about being treated differently based on degrees of success: “Teachers were more personal with successful students and they spent more time working with them. They wanted relationships with their better students.” Jamie felt as if his low status in the group made attempts to interact with his teachers difficult: “I was not able to talk to my teachers about things. So I usually failed. When I knew I was going to fail I skipped going to classes. I gave up hope.”

In one environment these students were in low status academic groups. They had not control over their relationships with negative teachers. They transferred to a different school culture and began shifting their self-beliefs from hopelessness and despair to the potential to succeed. This led to perceptions of all participants that they were in an inclusive environment beyond labeling. They began to gain a positive sense of self and others. Jose stated that sense of belonging was based on positive relationships with teachers: “I think that teachers showed they wanted by have a relationship with you because they were genuinely interested in what was going on in your life. These teachers genuinely cared.” Kathy described the power of relationships with positive teachers: “They were with me on a personal level. We discussed what I needed to do and they worked to help me finish successfully.” Rosa revealed relationships with caring teachers transcended simply interacting on the basis of academics: “Even if you needed help with your personal life you could talk to them, they were there.” Jaime echoed similar sentiments regarding the quality of relationships: “I was cared about as a person. Adults wanted to know who you were as a person. They actually cared to know you.”

Questions & Answers

find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
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how do they get the third part x = (32)5/4
kinnecy Reply
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
okay, so you have 6 raised to the power of 2. what is that part of your answer
I don't understand what the A with approx sign and the boxed x mean
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
I'm not sure why it wrote it the other way
I got X =-6
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
oops. ignore that.
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is it a question of log
I rally confuse this number And equations too I need exactly help
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Commplementary angles
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what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
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Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
how do you translate this in Algebraic Expressions
linda Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
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. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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Source:  OpenStax, Educational leadership and administration: teaching and program development, volume 23, 2011. OpenStax CNX. Sep 08, 2011 Download for free at http://cnx.org/content/col11358/1.4
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