Hershey, Pennsylvania
New York, New YorkBeijing, China
Creating Relationships Responsive to Students' Needs

Creating Relationships Responsive to Students' Needs

Brianne N. Kramer (Southern Utah University, USA)
Copyright: © 2020 |Pages: 14
DOI: 10.4018/978-1-7998-2971-3.ch005
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Abstract

The purpose of this chapter is to discuss the author's experiences in teaching and mentoring high school and college students. One experience shared identifies the challenges students from minoritized populations may have with teachers from the dominant majority and the effects this has on students. Another experience shared details the importance of strong teacher-student relationships and how many times they are forged during participation in extra- or co-curricular activities. The third experience shared focuses on working with students who have had trauma in their backgrounds or who have had adverse childhood experiences. The chapter concludes with some helpful tips for teachers.
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Students From Minoritized Racial Backgrounds

One student on my Yearbook staff my final year teaching was Peter. He was a student the majority of the teachers did not like. He did not seem to care what anyone thought of him. He did not care about school or grades. He was a very smart young man, possibly one of the smartest students that I taught at the high school. However, Peter did not seem to care about showing his teachers how smart he was. He did not turn in homework regularly, but he always performed well on tests and in class discussions. He liked to play devil’s advocate and introduce new ideas the other students did not think of.

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