Discussion 4 - Teacher's Attributions and Expectations

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Psychology

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Feb 20, 2024

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 Did you ever have a teacher who treated you or a student/s in your class negatively? How did their treatment affect your performance in the class? How will this experience help you interact with those challenging students? During the reading this week, there were many great points made regarding the productive attributions and expectations for student performance. After reading through all of the suggestions presented, I resonate most with the first suggestion in the reading; Look for strengths in every student. Ormond (2020) states, “A 9-year-old girl who lives in a homeless shelter seems to have learned little about punctuation and capitalization, and her spelling is more typical of a first grader than a fourth grader. Nonetheless, the stories she writes often have unusual plot twists and creative endings. Her teacher suspects that her frequent moves from one school to another have left big gaps in her knowledge of written language and so finds a parent volunteer who can work with her on her writing several times a week, (p. 443). The teacher in this situation had the opportunity to ignore the struggling student and teach her the same way she teaches the rest of the class. Instead, the teacher looked for other options to get this student the help she needs to excel in the classroom. This is because the teacher was able to see the strengths in this student through her unusual writings. Instead of putting the student down based on her spelling and punctuation errors. In my teaching career, I know I will come across a student or a few students that will challenge me in the classroom and maybe challenge me personally. In this case, it may be hard to hold back the response I want to give. In order to keep a good and positive attitude, the only thing that I will be able to do it try to positively redirect the student. Teachers are alike any other human on Earth and are bound to have biases, whether we recognize it or not. According to Suttie (2016), “Biases like these are natural, used as cognitive shorthand for making quick social judgments in ambiguous situations, especially those involving people from unfamiliar ethnic or social groups. They become a problem when we’re not aware of their impact on other people” (p.1). Although these biases may not be intentional, I know to keep in the back of my mind that these are my students and they only act the way the have been taught. Whether they are learning these behaviors from home or at school. Again, Suttie (2016) states, “Actively inducing empathy for another person has been tied to a willingness to consider environmental circumstances more closely when handing out punishments for misbehavior. And, one recent study has found that training teachers in empathy cut down student suspension rates in half” (p.1). By learning to react to my student with empathy, students will be more likely to listen to the teacher and show more respect. So, in the case I am faced with a student who is challenging, I will try my best to respond with empathy. Keeping my faith in mind, in the book of Matthew 7:12, Jesus states, “So in everything, do to others what you would have them do to you”. I will remember this and teach it to my students. “The Golden Rule” that we were all taught as children is making it’s way back into my classroom. New International Version . (2011). BibleGateway.com. http://www.biblegateway.com/versions/

Ormrod, J. E. (2020). Educational psychology: Developing learners . Pearson. Suttie, J. (2016). Four Ways Teachers Can Reduce Implicit Bias .

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