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Anisa Cortez Option 1:

Feedback is one of the most powerful tools for helping students (or, anyone) grow because it tells them exactly what they are doing well and what they can improve. However, for feedback to truly work especially for marginalized or dependent learners it has to be given in a way that builds trust and confidence, not fear or shame. Hammond reminds us that feedback should be specific, actionable, and connected to clear goals so students know what steps to take next. It’s not just about pointing out mistakes, but about guiding students toward success.

Making feedback culturally responsive means understanding that how students receive and respond to feedback can be shaped by their cultural background, past school experiences, and trust in the teacher. Some students may have been given mostly negative messages about their abilities in the past, so they may see feedback as criticism or proof that they can’t succeed. To counter this, culturally responsive feedback uses encouraging language, highlights strengths first, and frames mistakes as a natural part of learning. Hammond suggests using “warm demander” practices being caring but also holding high expectations; so, students know you believe in their ability to improve.

In practice, culturally responsive feedback can look like using examples and language that connect to students’ lives, giving feedback privately when needed to avoid embarrassment, and inviting students into a dialogue rather than delivering a one-way message. It can also mean linking feedback to students’ personal goals and celebrating small wins along the way. This way, feedback becomes a partnership, a tool for building skills and confidence; rather than a judgment. When students trust the feedback process, they are more willing to take risks, work through challenges, and see themselves as capable learners. Part of the Teach For America Culture is that we must offer sincere and authentic praise. I think that this practice is strongly rooted in Hammonds theories about CRT in the classrooms.

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Marginalized dependent learners need allies because they often carry the burden of inequities that may have undermined their confidence and intellectual development. These students may may struggle not only with foundational academic skills but also with internalized beliefs that they are incapable of success. An ally doesn’t just support, but rather they seek to empower. Unlike the rapport stage, which focuses on building trust and emotional safety, the alliance stage transforms that trust into a shared commitment to academic growth. This shift requires the teacher to push students into productive struggle while continuing to offer emotional and instructional support. As allies, teachers become warm demanders, combining high expectations with genuine care, helping students build both skill and self-efficacy. Being an ally is much like being a coach. Allies guide, challenge, and affirm students as they stretch beyond their comfort zones. The trust built during rapport is critical here; without it, feedback may trigger shame or resistance instead of motivation. Trust allows students to hear feedback as belief in their potential rather than judgment of their limitations. Within this partnership, teachers also validate students’ lived experiences in the sociopolitical context. When we acknowledge the realities of inequity and affirm identities that schools often marginalize, teachers can restore hope and reframe the learning journey empowering.

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The alliance stage differs from the rapport stage in that it moves beyond building emotional safety and begins to focus on academic partnership. Rapport is about establishing trust, connection, and cultural affirmation creating a safe relational foundation. The alliance stage, however, uses that trust to push the student into productive struggle. This is where the “care and push” balance becomes essential. Without trust, pushing can feel like criticism or control, which may trigger resistance or disengagement. But when trust is firmly established, students are more likely to accept the challenge as support rather than a threat.

Being an ally is very similar to being a coach, not just offering praise or support, but providing honest feedback, strategic practice, and consistent encouragement. A coach sees the potential in the student, sometimes before the student sees it in themselves. As an ally, I have to recognize the invisible narratives that students may carry; feelings of inferiority, stereotypes, or learned helplessness and offer counter-narratives through my expectations, my language, and the opportunities I give them to take intellectual risks. Validating their experiences means naming the systems that may have failed or misjudged them, while also affirming their ability to succeed in spite of it.

Reflection using the Warm Demander Chart (pg. 99):
My “go-to” stance as a teacher tends to fall in the "Cool Demander" category. I am calm, thoughtful, and I tend to give students space, particularly when I sense they’re emotionally overwhelmed. While this often helps students feel emotionally safe, I sometimes pull back too much in fear of pushing them too hard or triggering shutdown. As a result, there are times I unintentionally enable dependent behaviors by not holding students accountable to higher cognitive expectations.

To grow, I want to maintain the empathy and calm presence of a Cool Demander, but lean more into the "Warm Demander" quadrant by being more consistent in naming growth goals and following up. That means giving clearer academic feedback, setting firm but compassionate boundaries, and letting students know that I see their potential and expect them to rise to it. I plan to be more explicit in using student data to show them their progress and areas for growth, making our academic alliance more visible and collaborative.

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The alliance stage goes beyond building rapport, it’s about turning connection into growth. Rapport is about establishing safety and trust. It’s the “I see you” phase. But alliance is “I believe in you, and I’m going to walk with you while you stretch yourself.” That shift is crucial. Once I’ve built trust with a student, I can’t just stay there, I have to use it to push them. The alliance is where I become their partner in a shared challenge, and we both show up committed.

Being an ally is a lot like being a coach. I’m not just cheering kids on from the sidelines; I’m also helping them build the skills to run the play. Just like a coach breaks down a move, helps you drill it, and then holds you accountable in the game, I’m offering both emotional support and strategic feedback. The best coaching happens when players feel like their coach is in it with them. That’s the same dynamic I’m trying to create in my classroom.

The trust I build during rapport becomes the currency I spend during the alliance. Without it, my feedback just sounds like noise, or worse, judgment. But when students know I’m in their corner, they’re more open to push through discomfort. I use that trust to help them enter their zone of proximal development without triggering fight, flight, or freeze. That means I have to constantly ask myself: am I offering care and challenge in balance?

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The rapport stage is meant to create a sense of safety for the student, as well as a way for the students and teachers to develop trust, thus paving the way for the alliance stage. During the rapport stage, students' threat responses in their brain should be reduced, and allowing for more complex cognitive tasks, such as learning/higher-order thinking, to occur. The alliance stage involves a conscious agreement to form a working partnership toward set goals, with the students as drivers of their learning and teachers as their ally.

As their ally, the teacher is like a coach in that they offer both "care" and "push" toward the goals. The aim of the teacher should be to guide the students toward their zone of proximal development while helping to prevent a stress reaction in their amygdala (which would inhibit learning). Coaches, regardless of the sport/discipline, similarly guide people toward specific goals, offering timely feedback and constructive encouragement, while allowing the players to lead their practice.

As the alliance stage requires conscious agreement and partnership, trust is essential. The student needs to be in a state of relaxed alertness that comes from an avoidance of triggering the amygdala. The teacher can use the trust so the student will accept the pushing necessary toward the zone of proximal development, with an understanding and acceptance that there will be productive struggle as part of the learning process.

Providing what Hammond and Jackson describe as "material hope" that helps students deal with the socio-political forces outside of their control (p. 204) in the form of quality, culturally responsive teaching can help validate their experiences. This can take the form of ensuring that they can connect new knowledge to the existing scheme formed by their own lives and experiences. Listening to students and ensuring the classroom is a safe and resonant environment is a positive step toward this aim.

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Being a warm demander of cognitive development helps me be a better ally to dependent learners because it reminds me that my role is not just to support, but to also challenge with care. I work to hold high expectations for all my students, especially those who may have developed learned helplessness or are still building up their confidence. By consistently encouraging revision and asking students to think critically about their writing, I communicate that I believe they are capable of deeper thinking. This balance of push and warmth is essential in helping students take ownership over their learning without the fear of failure. For my most dependent learners, this means helping them stretch their thinking without overwhelming them, and showing them that academic struggle is not a sign of inability, but part of the growth process. In my ELA classroom, feedback is delivered in a variety of ways. I prioritize verbal feedback because it allows me to be personal, present, and reduces the risk of misinterpretation. My co-teacher and I often hold writing conferences to discuss student ideas, offer suggestions, and ask guiding questions. We aim to create a classroom culture where multiple revisions are expected and where students begin to act as the first line of critique on their own work. I often ask them to read their writing aloud to increase their awareness of voice, clarity, and structure. In my MLL small group, feedback looks a lot different. Since we’re a smaller group, feedback is often immediate especially since language mistakes are common and part of their learning process. I’ve noticed that while most students respond well to feedback, our most linguistically vulnerable scholars sometimes hesitate or grow visibly more frustrated. They may want the answer quickly or become discouraged when they make errors. (This is understandable especially with how far they have come on their journey already). It can be much harder because these scholars are not only trying to grapple with the content, but also feeling confident linguistically. I’m learning that in these moments, it’s important to affirm their ability to do the work before I correct them. To balance giving actionable, corrective feedback while affirming students’ potential, I focus on being specific but supportive. I avoid “soft peddling” by not downplaying the areas for improvement, but I’m also careful not to overwhelm dependent learners with too much at once. Instead, I focus on one or two key adjustments and explain why those changes will strengthen their work the most. I remind students that I’m giving them feedback because I believe in their growth, and because their ideas are worth developing. It is not expected for them to be “Perfect,” or to have “No errors,” because the reality is that they are still growing. Additionally, I often implement checklists or 'goal cards' that allow students to review their work independently or with a partner before submitting.

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A warm demeanor is a great balance and helps establish a positive feedback loop with the students. This keeps a balance of rigorous work combined with the emotional understanding of where the student is at, and making sure you're still challenging your students. This gives the students a sense that you have their back, and knowing you have their back can help them do uncomfortable things in the classroom. That is where learning takes place. One positive loop that happens in the classroom is that it is delivered in a low-stress environment, a supportive environment. I believe my demeanor and relationship with students show them that this isn't a judgmental space. It isn't perfect in the classroom yet, but it is a space that pushes for students to just express without pressure. Giving feedback without soft pedaling, you have to create a space where students feel you care about them. I believe that the first thing that needs to take place is a pact and an understanding throughout the room. If the student feels the other students won't respect their answers or thought process, it'll be much harder. Once you create that space, you create a balance by supporting them by giving them tools when they work. Tools for tracking, and this can allow them to progress their making or not making.

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How does the alliance stage differ from the rapport stage?

Rapport builds safety and connection so students feel seen and valued. The alliance stage turns that trust into a working partnership with shared goals, agreed upon tasks, and a clear plan for growth. In the alliance, I ask students to take academic risks and accept specific scaffolds. It feels less like “we like each other” and more like “we have a pact to do hard things together, and I will support and push you.”

A coach studies the player, names the next right move, and stays present with timely, corrective feedback. As an ally I do the same. I model and scaffold, I set high expectations, and I communicate belief in the student’s capacity. I care for the learner and I insist on growth. Like a coach, I normalize struggle, I break skills into small targets, and I celebrate progress that comes from deliberate practice.

Trust is like a kind of none physical currency that allows me to push without triggering anxiety or shutdown. I spend rapport time learning each child’s strengths, interests, and stress signals. In the alliance, I use that knowledge to frame goals in language that affirms identity and capacity, to choose scaffolds that feel respectful, and to recover quickly if the amygdala gets hijacked. For example, with my sixth graders I preview the challenge, remind them of past wins, and ask for permission to coach them closely. We seal the pact with a small ritual (handshake) which cues the brain to expect growth, not threat.

I explicitly acknowledge that school has not treated all communities fairly and that bias and microaggressions are real. I name how language variety, immigration experiences, or housing instability can affect classroom performance and confidence. Then I legitimize students’ ways of speaking and being, and I connect our literacy work to power. For instance, when we study argument, I frame it as learning a tool for advocating for family and community. Validation restores hope and opens the door to rigorous work.

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In chapter 6 ,I learned that being a warm demander encourages high expectations while maintaining support and care. It helps dependent learners develop confidence, resilience, and independence by challenging them to grow cognitively without feeling isolated or overwhelmed. This must involve clear, ongoing communication with students through specific, constructive comments. Walking away from " good job! " or "thats awesome". Add specific skills or thinking they used to get there. This can also be used in formative assessments, peer feedback, and teacher check-ins that guide students toward specific goals while fostering a growth mindset. Trying to find a balance between the two can be achieved by delivering honest, specific feedback that highlights areas for improvement while consistently recognizing students’ efforts and potential. Using a respectful tone and framing corrections as opportunities for growth maintains motivation and self-efficacy.

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The alliance stage differs from the rapport stage because it goes beyond building trust and forming an authentic connection. The alliance stage focuses on a shared goal between teachers and students of achieving academic success. The rapport stage is about making students feel emotionally safe and valued in the classroom environment, while the alliance stage is about using the trust that was formed to help them challenge themselves academically and push their thinking (Hammond, 2015, p. 90). Being an ally to students is similar to being a coach because it is about offering both care and high expectations, while still maintaining a high bar and believing students can grow as learners.

The trust built between teachers and students during the rapport stage is important to the alliance stage because students are more likely to take risks and accept productive struggle when they feel safe and supported. To strengthen the trust with my students, I would remind them of their growth, validate their frustration, and consistently show up with intentional positive praise and constructive feedback. Affirming the intelligence and capability of my students despite systemic barriers changes the narrative in their heads and encourages them to go further (Hammond, 2015, p. 97).

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Acting as a warm demander means creating a balance of trust and rapport with challenging high expectations. More so, being a warm demander is imperative for students to learn in the zone of proximal development. When this happens, dependent learners are able to embrace a challenging academic performance without their amygdala being hijacked. If a dependent learners with learned helplessness is scared of being perceived as "dumb" when faced with challenging expectations, an amygdala hijack is triggered, which lowers the amount of cognitive memory available for learning. This is why it is important for us as educators to build trust and rapport with our students to enable them to learn in their ZPD without fear and build their confidence.

The feedback structures in my classroom typically begin with students reviewing and giving feedback on their partner's work, then making self-corrections on their own. After, I will collect and give feedback by the next class period. I've noticed that my students do a great job of hyping each other up on their writing, but it is not always actionable. However, I think having them read each others writing and reviewing has helped them to reflect on their own. When I give feedback, I zero in on one skill that I really want my classes to improve upon (main idea, sentence structure, evidence, etc.) and give specific, actionable feedback on that so that my students don't feel super overwhelmed. I think that this type of process only works if feedback is given every single day. I will give feedback in the moment and written feedback, but I know that my in the moment feedback is usually more positive and less actionable and my written feedback is more harsh and actionable. Reflecting on this chapter, I know that I need to work on my balance in order to become an effective warm demander. Moving forward, I will aim to give more positive praise on their written feedback as well.

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The alliance and rapport stages are important steps needed when creating a learning partnership with a dependent learner. Rapport is about building trust with the student, and the goal is to create a welcoming environment with and for the student. Alliance comes after rapport and involves using the trust gained to create a partnership focused on achieving a goal. Rapport is about connection and alliance is about collaboration. Being an ally is similar to being a coach for students because both roles serve to instill confidence, skill, and agency in them while holding them accountable for their growth. The trust generated in the rapport stage is needed in the alliance stage because without connection, collaboration cannot occur between teacher and student. I would personally use it as a way to challenge students and encourage them to take risks (e.g. trying out new strategies) while assuring them that they are in a safe space where no one will judge or belittle them. Validating students’ experiences within the social-political context involves acknowledging systemic realities and how they shape students’ educational experiences, actively listening to them and making them feel seen, and affirming their thoughts and feelings and helping them work through them.

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Being a warm demander means building a foundation of trust in order to push more rigorous, independent learning. With a foundation of trust and support, being a warm demander means that dependent learners will feel safer to take academic risks and will view you as a partner in learning who has their best interests at heart and believes in their capabilities rather than an unattached third party who does not invest in their learning and leaves them to take risks on their own without support. Being a warm demander means providing certainty and clarity, which are essential qualities in being an ally to dependent learners as they transition to independence.

In my classroom, feedback is either given on independent work or is provided in the moment. In the moment feedback looks like correcting and guiding during independent work, and this is usually given during math. Written feedback is more often provided on ELA work that consists of written responses. I write feedback directly on their paper, then give their work back to them. This feedback almost always includes something positive, which is good for building confidence, but is often impersonal and inaccurate (for example, “Good use of descriptive language”, or “Good use of evidence”). I am guilty of “soft pedaling” because I want students to feel good about their work. While I don’t think it is wrong to include positive feedback alongside corrective feedback, I know it is also important to make sure students are aware of the gaps in their learning. Balancing corrective feedback and affirming students’ abilities without protecting their feelings with inaccurate positivity is something I need to work on, and I can do that through practicing being a warm demander so my students know that even if their feedback does not consist of overwhelming positivity, they are still capable of success.

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After reading Chapter 6 “Establishing Alliance in the Learning Partnership,” something that stood out to me was the importance of being a warm demander. Though as teachers we want to make sure we are encouraging our students and supporting them, we want to hold high expectations for them. As a first grade teacher, it can be challenging to not want to “help” my students because they are struggling. However, after reading this chapter, I’ve learned that my dependent learners need to feel that challenge and affirmation to help them grow. We want to identify areas where they need improvement, but if we are always holding them back throughout their steps, they can’t feel the progress of their independent learning. When I can send them off to do independent work without asking for help immediately, I’m showing them that they can do it, and they will start to believe in themselves.

In my classroom, some feedback structures involve reviewing and applying structures. Instead of giving them simple feedback like “awesome job!”, I try to highlight the actions they took to demonstrate their understanding. When some scholars need help, I try my best to help them improve without feeling discouraged. Highlighting both the right and wrong steps they took makes me balance out my commentary about their strengths and areas for growth. Something that I like to highlight during our story problems block is saying, “Shout out to you for using your manipulatives and getting your answer. I want you to show your work on your paper to share that smart move!” This way, my students know they are doing something right and feel supported and empowered to have ownership over their learning.  Giving actionable, corrective feedback and affirming the student’s capacity without “soft peddling” the feedback allows my students to be coached and not criticized for not doing something.

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Option 1 - Why Marginalized Dependent Learners Need an Ally, Windsor Jones

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Option 1 - Why Marginalized Dependent Learners Need an Ally, Windsor Jones

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The big difference between the rapport stage and the alliance stage, as described in Chapter 6, is that in the alliance stage, the teacher and student begin the journey towards building ‘intellective capacity’ and independent learning skills. This stage of the learning relationship is clearly differentiated from the rapport stage because it requires diving into material that will likely make the student uncomfortable, and can potentially send the student into a place of fear and distrust, if the teacher and student have not already established a strong, trusting relationship. As discussed in the chapter, this stage involves being honest with students about where they are academically and where they need to improve, but doing so in such a way that makes the student feel that you are beginning the work together, and that they will not have to face the challenge alone. A teacher who is a learning ally does not accept a low standard of achievement, but, similar to a coach, gives students specific, actionable feedback that the student can immediately put into action for themselves. In this way, the teacher provides tools to the student, and the student, by using them in the supportive context of the learning alliance, will be able to see that they are capable of learning. Within this relationship, a student will be able to grow the independent learning skills and ‘intellective capacity’ that often go untaught and undemanded when working with students of color and students who come from non-English language backgrounds. As an ally of a student who has been marginalized by the education system, we validate their experience by explicitly acknowledging how the education system has not prepared them to develop their ‘intellective capacity,’ by helping them understand that the stories that they hear about themselves and likely tell themselves (that they are unable to learn, that they are not smart, that they just aren’t good enough) are in fact untrue and an outgrowth of a system that has not prioritized their learning. We explicitly help them flip those stories by giving them specific strategies to grow their brain power, working steadily towards intellectual independence.

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Remember to:

Select one of the below two options

State your name in your post

Name which option you are responding to

Reply to at least one classmate

Option 1 - Why Marginalized Dependent Learners Need an Ally pages 88-101

How does the alliance stage differ from the rapport stage?

How is being an ally similar to being a coach for students?

Why do you need to use the trust generated in the rapport stage in the alliance stage? How would you use it?

How do we validate students’ experience within the social-political context?

Option 2 - Creating a Healthy Feedback Loop in the Learning Partnership pages 101-106

How might being a warm demander (of cognitive development) help you be a better ally to dependent learners?

What do the feedback structures and processes look like in your classroom?

How do you balance giving actionable, corrective feedback and affirming the student’s capacity without “soft peddling” the feedback?