Warm Demander Approach for Beginning Teachers by Amber Turner

amberjohnsonobx — 2023-11-11 16:00:41 UTC

amberjohnsonobx — 2023-11-11 16:03:39 UTC

“What we see is that receiving clear, positive messages about their abilities and their potential for achievement can really go a long way in fostering academic success,” Sandilos said.

amberjohnsonobx — 2023-11-11 18:30:54 UTC

"Our findings are also consistent with those of Nieto (2005), who argued that teaching is an act of love, one that actively challenges the inequitable schooling structures and conditions that students of color encounter, places a high value on students’ identities and cultural history, and holds high expectations for all students."

Rojas & Liou, 2017, p. 38

amberjohnsonobx — 2023-11-11 18:50:11 UTC

"Even though I deliberately named Whiteness, White privilege, and racism throughout the course in both content and discussion, this group of students were extremely reticent to discuss and write about race. They knew from the formative assessments provided that they would not earn full credit for these assignments if they continued
to avoid the subject, Yet, if they attended to race at all, it was in a superficial manner that did not reveal a substantive change in their frames of reference about identity and teaching. With regard to becoming warm demanders, students were enthusiastic about the aspect of care, but they either ignored or resisted the idea that warm demanders engage with politically charged understandings of how race is implicated in schooling."

amberjohnsonobx — 2023-11-11 19:07:00 UTC

Implementation:

amberjohnsonobx — 2023-11-11 19:40:07 UTC

"...defined warm demanding as grounded in relationships with students that enabled her to insist that students be respectful toward her and each other and to be consistent as a way to promote fairness. Alyson linked insistence with her overarching goals of helping students develop academic, social, and emotional competence within an environment where they felt a strong sense of emotional connectedness and belonging. This enabled her to manifest the unconditional positive regard and insistence characteristics of the warm demander (Bondy & Ross, 2008) Though a novice who still struggled occasionally with discipline, she understood that her authoritative stance was essential in helping her students develop the skills necessary for responsible citizenship and long-term accomplishment inside and outside the classroom (Irvine & Fraser, 1998)."

amberjohnsonobx — 2023-11-11 19:49:15 UTC

amberjohnsonobx — 2023-11-11 21:05:26 UTC