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Megan Layton

EDL 318, A

April 2, 2015

Inquiry-to-Curriculum: Part II
1. Mini-Literature Review:
After widely reviewing several different sources when it comes to the topic of my research
question, I have learned that there is vast amount of literature from the fields of both education
and psychology that directly addresses the formation of meaningful and trusting relationships
between teachers and students, specifically students from diverse backgrounds such as many of
those represented in todays urban schools. Because the majority of todays educator population
is comprised of white, middle-to-upper class females who often know little about factors that
relate to poverty and race in the lives of many of todays students, there is, more often than not, a
profound disconnect between the school and home cultures of students who live in lowerincome, more racially and linguistically diverse areas. This disconnect leads many students in
urban schools to feel alienated and rejected from the school culture, resulting in a vast decrease
in their motivation to learn and often, feelings of distrust and even anger towards their teachers,
many of whom coming from backgrounds that are very different from their own. In order to
combat these feelings of anxiety and distrust of the school environment, teachers must be
proactive in fostering positive relationships with their students, and my research question
pertains to exactly how such an often-daunting task can be achieved. After deeply reviewing
several different sources on the topic, I have found that all of the literature that I examined
emphasized similar key factors when it comes to building caring and supportive relationships
with students so that engaging and successful learning is able to take place.
One of the most critical components that form the foundation of a positive and nurturing
teacher-student relationship results directly from what Ayers in his book, To Teach: The Journey

of a Teacher, describes as kidwatching. As an educator, one must stay alert- wide awake- to
the lives of ones students (Ayers, p. 153). What Ayers means by this is that teachers must be
ever observant of their students: their day-to-day interactions, their emotional and social
development in addition to their academic achievement, as well factors that may be influencing
the students lives outside of school. In other words, teachers must spend some key energy
figuring out how [their students] think, experience, and make sense of the world (Ayers, p. 154).
In todays schools, teachers too often, consciously or not, lose themselves in the incessant and
toxic practice of labeling students based upon their faults and letting these labels define how
they view the child as a whole. Teachers must break free from this crippling and overwhelmingly
deficit view of students and their families, and must instead see the whole child, who is a unique,
irreplaceable human being with his or her own wonderful skills and perspectives, complex and
dynamic, a three-dimensional creature with a heart, a spirit, an active, meaning-making mind,
with hopes and aspirations and dreams that somehow must be taken into account (Ayers, p.
154.) Once teachers are able to take in and appreciate each child for exactly who he or she is,
dynamic and whole and full of depth, and not from a deficit perspective that focuses only upon
what is lacking, they are then able to use this knowledge of each individual child as they build
the necessary foundations for a caring and supportive teacher-student relationship.
The practice of truly seeing the whole child and embracing him as he is, however, is
sometimes easier said than done. Some students may be particularly difficult or disruptive
members of the classroom community, whether behaviorally or otherwise, and it can be very
difficult at times for teachers to remember that the students who exhibit the most problems in the
classroom, the ones who are sometimes hard to love, are often the ones who need their support
and caring the most. In fact, these sentiments were echoed by the findings of Jean Bakers 1999

study, in which she found that many of the teachers involved in the study unintentionally
behaved differently toward high and low-achieving students, (Baker, p. 59). In fact, the
students who participated in the study who reported low satisfaction with school received double
the number of behavioral reprimands from their teachers when compared to their more satisfied
peers (Baker, p. 66). Students are able to pick up on these differences in treatment at an early
age, and as a result often become disenfranchised with their teachers and with the school culture
as a whole.
It is the unconditional love for all students, no matter what, that communicates that teachers
truly care and will eventually lead to positive student-teacher interactions and meaningful
learning. Teachers must constantly remind themselves that every child is precious, and that, if a
child is exhibiting a negative or harmful behavior, there is an underlying cause behind their
actions, such as a deep need for attachment or belonging within the classroom community. For
example, in Chapter 1 of Marilyn Watsons Learning to Trust, there is an incident in which,
Laura, the elementary school teacher whose classroom the book is based upon, in an attempt to
diffuse an escalating argument between two students, is forcefully elbowed in the stomach by
one of the students, Martin. While she did not at all tolerate Martins behavior, immediately
sending him to the office, later that day Laura provided Martin with a clean slate, including him
during circle time and saying, Just because today got off to a horrible start doesnt mean it has
to stay that way, and providing him the opportunity to turn his day around (Watson, p. 32).
When it comes to the relationships between teachers and students, regard for them should never
be contingent upon some behavior or action that they are expected to perform, no matter how
difficult or trying their behavioral problems may be. Such a practice is manipulative and results

in children being understandably mistrustful of their teachers, hindering any positive


relationships moving forward.
Once teachers have established an unconditional caring for all students using all that they
have come to know, value, and appreciate about each and every child as a result of their
sustained kidwatching and their reverence for each childs unique attributes, they can then
begin to build what they have learned into their instruction, finding teaching methods that
connect to the everyday lives, interests, and skills of their students, encouraging and supporting
their learning in a classroom environment that will eventually allow them to feel confident
enough to develop new skills and to engage with increasingly more complex content. Students
intrinsic motivation and engagement with learning can also be strengthened in turn through a
wide variety of classroom practices and teacher-directed actions that help each child to see and
believe that he or she is valued, important, and cared for by his or her teacher. One such
approach is to set aside time each day to simply hang out, or to spend time with individual or
small groups of students, when there is no instructional purpose (Watson, p. 41). Sometimes, it is
these informal gatherings in which the teacher and students can simply enjoy one anothers
company without the pressure of academics in which the most influential gains can be made in
terms of the teacher-student relationship, which will then in time lead to higher levels of
academic engagement.
In 1999, Jean Baker conducted a study of 61 low-income, African American students in
grades three through five at an urban school, using a combination of classroom observations,
interviews, and student-completed questionnaires in order to determine what role the teacherstudent relationship plays when it comes to student satisfaction with school. One of the most
notable findings from the study resulted from student responses to the question, How do you

know your teacher cares about you? Overwhelmingly, 72% of the students who had classified
themselves as satisfied with school, and 74% of those who reported that they were dissatisfied
responded that they knew their teachers cared about them as a result of some aspect of an
expanded teacher role, such as expressing emotional support or providing assistance with
everyday problems (Baker, p. 64). In other words, these students teachers went above and
beyond their typical instructional roles, also providing students with the emotional and
psychological support and caring they needed in order to feel safe and secure in the school and
classroom environment. Therefore, in order to promote student feelings of satisfaction toward
school, as well as meaningful and positive teacher-student relationships, students must receive
support from their teachers that is not only academic, but also emotional in nature (Baker, p. 88);
unconditional support that takes into account each child in his or her entirety, so that a
relationship of mutual trust and caring can be built. Then and only then, will teachers be able to
provide students with the most engaging and authentic learning experiences possible, growing
students who are all the more motivated, interested, and excited to learn.
2. Context:

Linden Elementary School, Hamilton, OH (PreK- 6)


Student Demographics: 759 students
82% White, Non-Hispanic
7.6% Hispanic
5.6% Multiracial
4.0% Black

Students with Disabilities: 15.8%


LEP Students: 2.7%

Economically Disadvantaged: 69.8%


School Poverty Status: medium-high
Mobility: 3% overall
8.5% Hispanic
4.4% Economically Disadvantaged

Chronic Absenteeism Rate: 7.7%

Teacher Demographics:
30 General Education, 1 Physical Education, 8 Special Education
Masters Degree: 56.4%
Achievement:
Performance Index: C (75%)
34% Proficient
21.1% Accelerated
18.6% Basic
13.5% Untested
10.8% Limited

Indicators Met: F (33.3%)


3rd Grade Math: 74.0% X
(State: 79.7%, District: 78.2%)
3rd Grade Reading: 86.1 % v
(State: 81%, District: 83.3%)

Progress: Overall F
Gifted Students: C
Students in the Lowest 20% in Achievement: C
K-3 Literacy:
80 kindergarten students were not on track last year
o 66.3% of these students improved to on-track in 1st grade
72 1st grade students were not on track last year
o 59.7% of these students improved to on-track in 2nd grade
81 2nd grade students were not on track last year
o 79.0% of these students improved to on-track in 3rd grade
22 3rd grade students were not on-track last year
o 45.5% of these students reached proficiency on the 3rd grade OAA
Source: http://reportcard.education.ohio.gov/Pages/School-Report.aspx?SchoolIRN=011483

Community Profile: Hamilton, OH


Population in 2013: 62,258 (99% urban, 1% rural)
Change since 2000: +2.6%

Median Resident Age: 35.3 years

Estimated Median Household Income in 2012: $38,985


Ohio: $46,839
Estimated Median House/Condo Value in 2012: $100,474
Ohio: $127,600
Rates #88 on the list of Top 100 Cities with the Oldest Houses (pop. 50,000+)
Median Gross Rent: $70
March 2012 Cost of Living Index: 89.1 (Less than US average- 100)

Races:
83.7% White
7.9% Black
5.8% Hispanic (Above state average)
1.7% 2 or more races
.5% Asian
.2% American Indian
.2% Other

Foreign-Born Residents: 2,434 (3.9%)

Educational Attainment for Residents Ages 25+:


High school degree or higher: 82.9%
Bachelors degree or higher: 14.5%
Graduate or professional degree: 4.2%
Unemployed: 5.5%
Rates #70 on the list of Top 100 Least Educated Cities (pop. 50,000+)
Marriage Rates for Residents Ages 15+:
Never married: 32%
Now married: 42.5%
Separated: 3.0%
Widowed: 6.8%
Divorced: 15.7%
Mean Travel Time to Work: 23.1 minutes
Air Quality Index (AQI): 103
Population Change due to Commuting: -2,792 (-4.4%)
(Worse than average: 74)
Workers who live and work in this city: 8, 438 (32.3%) Rates #18 on the list of "Top 101
counties with the highest Particulate
Matter (PM2.5) Annual air pollution
readings in 2005 (g/m3)"
Most Common Industry: Manufacturing (23%)
Most Common Occupations for Males:
Other production occupations including supervisors (8%)
Driver/sales workers and truck drivers (6%)
Metal workers and plastic workers (5%)
Laborers and material movers, hand (5%)
Material recording, scheduling, dispatching, and distributing workers (4%)
Construction trades workers except carpenters, electricians, painters, plumbers, and
construction laborers (4%)
Other sales and related workers including supervisors (4%)
Most Common Occupations for Females:
Other office and administrative support workers including supervisors (7%)
Secretaries and administrative assistants (5%)

Information and record clerks except customer service representatives (4%)


Nursing, psychiatric, and home health aides (4%)
Building and grounds cleaning and maintenance occupations (4%)
Other management occupations except farmers and farm managers (4%)
Material recording, scheduling, dispatching, and distributing workers (4%)

Crime Rate in 2012: 630.9 (US average is 304.6)


Hamilton rates #70 on the list of Top 10 Least Safe Cities (pop. 50,000+)
Source: http://www.city-data.com/city/Hamilton-Ohio.html

Information from the School and District Websites:

8 elementary schools, 5 secondary schools


District Mission Statement: The Hamilton City School District will prepare students
for college, career, and life.
Vision Statements:
o Student Achievement- Grow all students and maximize individual potential.
o Staff Growth- Build professional capacity and a culture for collaboration.
o Community Connections- Engage and communicate with families and
community.
Special Education Programs Provided Include: Cognitive Disabilities,
Developmentally Handicapped, Deafness and Hearing Impairment, Specific Learning
Disabilities, Multiple Disabilities, Other Health Impairment, Emotional Disturbance,
Visual Impairment, Adapted Physical Education, Speech or Language Impairment,
Occupational Therapy, Physical Therapy
ESL Program
Website includes a Comprehensive Annual Financial Report
Maximum Staff-Student Ratios:
o K-3: 21 to 1 average per teacher per building
o 4-6: 23 t 1 average per teacher per building
o 7-12: 25 to 1 average per class
o K-12 Special Education shall be eight less than State maximum in every area
Staff Directory

Source: http://hamiltoncityschools.com/

Linden Elementary Credo: Strong, Striving, Student-Centered


Website primarily includes information on upcoming school events and dates, as well as
news such as the schools current Fill the Bus Campaign and an article on school wide
activities for the hundredth day of school

Source: http://hamiltoncityschools.com/linden/

My Field Classroom:

Second grade
21 students, 13 girls and 8 boys
20 white students, 1 biracial student
According to my cooperating teacher, the majority of her students are of a very low
socioeconomic status, and all receive free breakfast at the beginning of the school day
3 separate Title 1 groups, consisting of three students each, are pulled out of the
classroom for short periods of time each day to work with an intervention specialist
Mrs. C's class also belongs to two students with special needs. These students are pulled
out of the classroom for most of the afternoon each day to work with the special
education teacher

3. Findings:
The research question that I described in my last paper was centered on the numerous
interwoven components that contribute to a positive and trusting teacher-student relationship,
especially in urban schools, in which many of the students in my future class will come from
different socio-economic, racial, and linguistic backgrounds, as well as family structures, than
myself. In order to motivate my students to learn and to succeed at school, we first need to build
a strong foundation of trust, caring, and mutual respect, which will then contribute to a positive
and safe classroom atmosphere, so my question was how this could be achieved when such stark
differences may be present. My method of research was to conduct in-depth, critical observations
of both positive and negative student-teacher interactions throughout my field experience in a
second grade classroom at Linden Elementary this semester, as well as to have rich discussions
with my cooperating teacher, Mrs. C, who has a number of years of experience working in a
urban school, about the most important factors she feels contribute to a meaningful relationship

between her and each of her students. As a result of my observations throughout field, as well as
my conversations with my cooperating teacher, and in combination with the research I have
completed via the mini-literature review, I feel that I have deeply informed my research question,
and can now begin to examine each of the understandings that I have taken away from these
experiences through the lens of my own future work as a teacher, considering how I personally
will form positive and trusting relationships with my own students.
One of the most prominent, consistent observations I made in field that I feel really
contributes to and strengthens the relationships between Mrs. C and each of her students takes
place early in the morning when the students first arrive in the classroom. As the students begin
trickling in and begin to eat breakfast, Mrs. C has a regular routine in which she sits down at the
back table and calls each student over to her individually. Although she also checks their
homework during this time, Mrs. C more importantly takes the time to sit for a few minutes and
simply talk with each child, checking in with him or her and asking how they are, inquiring
about what they did over the weekend, and, most meaningfully of all, letting each child know
that she is glad that he or she came to school that day. This is when the expanded teacher role
that Baker discusses throughout her study becomes evident. For example, one morning a student
whom I will refer to as Jaden skulked into the classroom and was obviously upset. During her
time with Mrs. C at the back table, it became evident that her stepsister, who is also in second
grade at the school, had done something cruel to her on the school bus that morning. Mrs. C put
her arm around Jaden and talked about what had happened, and then let her know how glad she
was that she had come to school that day, giving her a big hug. Jaden seemed very comforted by
this, and was able to calmly walk to her seat and begin her morning work.

During my time in field, I also observed several examples of the unconditional love that
Watson describes in Learning to Trust, even for the most challenging of students. For example,
because there are two special needs students in Mrs. Cs class, she has two sensory chairs present
at the reading carpet that are comprised of a plastic frame upon which a large, green yoga-like
ball sits. One day, while the students were working in small groups, Mrs. C watched as one
student, whom I will refer to as Miles, reached over to one of the yoga balls, and stuck his pencil
right through it. While many teachers would have lost their temper had this happened, one of the
most wonderful things about Mrs. C is that I have never seen her raise her voice. Although she
responded to the incident with disappointment and sadness and explained why she was upset,
saying, Well, Im very sorry you did that, because now one of your classmates does not have a
place to sit, and Miles clearly felt remorse for what he had done, moving his behavior clip down
several colors, Mrs. C recognized that yelling at him and singling him out in front of the rest of
his peers would not at all benefit his trust towards her or the relationship that she was trying to
build with him. In addition to this, she provided Miles with several opportunities throughout the
rest of the day to turn his day around and to make up for his negative behavior, instructing him
to move his clip up for helping a friend, walking quietly in the hall, and other positive tasks,
similar to the way in which Martin had turned his day around in Learning to Trust. As a result,
even though Miles had been on red earlier in the day, he left school on green, and still felt valued
and cared for by his teacher despite his rough beginning to the school day. Additionally, the
following morning when he arrived in the classroom, Mrs. C greeted him warmly at the back
table just like she did every other student, and there was no mention of the day before, providing
him with a clean slate for the day.

A third way in which Mrs. C fosters strong and caring relationships with each of her students
is by kidwatching, or familiarizing herself with the day-to-day interactions and possible
struggles that her students may have both in and outside of school, as well as by playing to each
childs unique strengths and skills during instruction. One way in which Mrs. C achieves this is
by creating a classroom environment in which her students feel safe to share whatever they like,
without the threat of being laughed at or judged by their peers. One such instance of this that
really opened my eyes to the difficult realities many students in todays urban schools face
occurred when, while previewing a text from the second grade reading textbook, Mrs. C
presented her students with the question, What is something special that you would save money
for? As can be expected, some students responded with luxury items such as new toys, but other
students shared real concerns that shed light upon what they may be currently experiencing at
home. For example, one very shy student, whom I will refer to as Delilah, raised her hand and
replied, matter-of-factly, If I had a lot of money, I would save it for living so I dont have to
leave my home, going on to say that, Sometimes, when you dont have enough money, you can
get kicked out of your house. After discussing this particular response with Mrs. C later in the
day, she shared with my field partner and I that Delilahs concerns are all too valid, because her
family was forced to move to Hamilton from another state after being evicted from their home
last year as a result of her father losing his job. As a teacher, it is absolutely critical that one stays
wide-awake a childs everyday actions and demeanor, always keeping a lookout for signs as to
what larger concerns or struggles may be going on in their lives outside of school that could
serve as potential barriers to learning.
The final observation that I would like to mention from field is that, after remaining deeply
attuned to each child throughout the school year, Mrs. C has been able to pinpoint each students

unique strengths and personality traits that can then be used to aid them in their learning. On the
wall in her classroom, Mrs. C has colorful posters describing each of the seven multiple
intelligences, and then, on slips of paper, has placed each childs name next to the multiple
intelligences that fit each individual the most, helping every student to feel special and valued in
the classroom community, even if the method in which they learn best is not the most
conventional method. Once she knows each childs learning style, Mrs. C is also then able to
build instruction throughout the year that is extremely multimodal in nature and that provides
multiple entry points for all students, regardless of their ability or style of learning.
Throughout my observations in field thus far, I have not observed any instances of negative
interactions between Mrs. C and her students. She treats each and every student with respect and
finds multiple ways to show that she genuinely cares about them, and this remains true for even
the most difficult or disengaged students, like Miles, who sometimes exhibit challenging
behaviors that may try her patience. Mrs. C does not, however, under any circumstances let the
problem behaviors of certain students alter her view of them as whole and three-dimensional
human beings, and as a result she is able to provide each student with a blank slate every day, no
matter what has taken place the day before. Overall, Mrs. C simply strives to make each and
every child feel special, valued, competent, accountable, loved, and respected through her
interactions with them each day, no matter how big or how small, and I feel that these complex,
tightly interwoven factors are what truly allows her to successfully build positive and caring
relationships with her students.
4. Discussion:
After conducting my research on a topic that is so dear to my heart and that I feel will truly
benefit my own interactions with students in my future classroom, I am proud to say that as a

combined result of my in-depth reading on the topic, as well as my experiences in field, I now
feel that I have a much more targeted understanding of how to build successful and meaningful
relationships with all students, even those who may be different from myself, and I feel that this
is a critical component of good teaching, because no true learning can take place until a child
feels safe, respected, included, and cared for within the the classroom environment.
I have learned that many factors can contribute to a positive and nurturing relationship
between a teacher and each of her students. One such factor involves kidwatching, or critically
witnessing all students as the complex, multidimensional, precious beings that they are,
pinpointing exactly what each childs unique strengths are, as well as learning how they think,
what they hope for, and what their lives are like outside of school walls. As a teacher, I must
never let my teaching and my interactions with students become stunted by the deficit attitudes
that pervade todays schools, and must remain dedicated to seeing my students as endless sources
of potential, whose true impact and wonder has yet to be realized. This will remain true
unconditionally for all of my students, even those who may exhibit challenging behaviors, as I
continually reaffirm my care for them through both words and actions, including simple
moments together that, although they may not have a curricular focus, still speak volumes when
it comes to the relationship between each child and myself.
Another understanding that has resulted from my research that I have truly taken to heart is
the idea of an expanded role that goes beyond that of simply teaching students about academic
content, and involves truly listening to what they have to say, assisting them with any personal
problems, and being a shoulder to lean on whenever they need additional support or to simply
hear just how important and special they are. This goes beyond simply academic support, and
also includes emotional, psychological, and social supports as I work to make my students feel as

safe, as valued, and as competent as possible from the moment they set foot in my classroom to
well after they have left for the day.
In addition to this, I will strive to always be attuned to what may be going on in my students
lives outside of school, honing in on the needs of students like Delilah and helping in any way
that I can, whether it is by connecting families with the supports and resources they need, or
simply by providing a listening ear and a reassurance to the child that school will always be a
consistent and safe place for him or her. I will become ever more thoughtful and directed in my
kidwatching, not only leaning outward, a willingness to look at the world of children- the
sufferings, the accomplishments, the perspectives, and the concerns and awareness, sometimes
joyous but just as often painful, of all that [I] find, but also by leaning inward. Traveling
toward self-knowledge, the sense of being alive and conscious in a going world (Ayers, p. 155).
By this, I mean that in addition to critically witnessing the multilayered and ecological
perspectives the surround the daily lives and experiences of my students, I will also reflect
inward upon who I am as a person and as an educator, considering what values, beliefs, or
misconceptions I may carry with me into the classroom that may affect my ability to form
meaningful and long-term relationships with my students.
After exploring the topic of positive teacher-student relationships throughout the semester
thus far, as well as through analyzing the many interrelated factors that go into the formation of
such relationships, I now feel that I have a much deeper understanding of the kind of teacher that
I want to become for my future students, and the great importance of reaffirming to them again
and again that they are special, that they are believed in, and that they have something important
to offer to our classroom community and to the world. This, in my opinion, is in fact much more

important than the academic content to be taught, because once such a relationship of mutual
trust and caring has been established, all else will follow.

Works Cited:
2013-2014 Report Card for Linden Elementary School. (2014). Retrieved April 3, 2015.
About Our District. (2014). Retrieved April 4, 2015.
Ayers, W. (2010). Chapter 8- Beginning Again: If Only I Had a Home. In To Teach: The Journey
of a Teacher (3rd ed., pp. 152- 166). New York, New York: Teacher's College Press.
Baker, J. (1999). Teacher-Student Interaction In Urban At-Risk Classrooms: Differential
Behavior, Relationship Quality, And Student Satisfaction With School. The Elementary
School Journal, 100(1), 57-70.
Hamilton, Ohio. (2015). Retrieved April 5, 2015.
Linden Elementary School. (2014). Retrieved April 4, 2015.
Marilyn, W., & Ecken, L. (2003). Chapter 1: Building the Teacher-Student Relationship. In
Learning to Trust: Transforming Difficult Elementary Classrooms Through
Developmental Discipline (pp. 29- 54). San Francisco, California: Jossey-Bass.

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