FAVORITISM:
WHY DOESN’T TEACHER
CALL ON ME?
Lauri A. Schmid-Snoeck
Education 702.22-Spring 2010
Professor O’Connor-Petruso
Table of Contents
• INTRODUCTION
–Statement of the Problem
–Review of Related Literature
–Statement of Hypothesis
2
STATEMENT OF THE
PROBLEM
FAVORITISM : The literature indicates
that failure to create close teacher-child
relationships results in
 negative impact on growth of social skills and
self-confidence
 marginalized and differentiated teaching
behaviors
 lower academic achievement
 greater levels of conflict and aggression in
the classroom
3
Literature Review
Teacher-Child relationships effect
• Children’s social skills, self-worth
and self-esteem. (Berry & O'Conner, Davies &
Brember, Gallegher & Mayer)
• Children’s educational achievement
(Daniels et al, Koepke & Harkins, Logan & Johnston,
Opoku-Amankwa)
4
Literature Review
Teacher-Child relationships require
Teachers understand and reflect upon their
•
*management style,
*teaching strategies,
*responsibility to grow as professionals,
*power and recognize their impact and
influence over students.
(Butterman, Egan & Anastasia, Haydon et al, Newberry & Davis)
5
Statement of the Hypothesis
• Teachers may be unaware of
practices of favoritism and its
effects on students over time.
• A change in classroom management
or practice can improve equity and
fairness and avoid the appearance
of favoritism.
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