One thing I will try to do is to be more aware of how I address students. The part about parent vs. adult voice rang home to me. I can think of student who I have in class. His parents are completely out of the picture as he lives with his grandma. In addition to playing two sports and his schoolwork, he works as many hours as he can possibly fit into his schedule to help out his grandma. He’s a great kid. I remember one outburst he had with one of his coaches that he shared with me the next day. I was shocked at his and other kids’ accounts of how insubordinate he was in this situation. Now, looking back, I think that coach addressed him using a parent voice while I was able to effectively talk with him about the incident because I talked more in an adult voice. Our high school students have so much on their plates as is, let alone the fact that many have to take care of their families. Talking with the correct voice is something I will make a conscience effort to do.
I think that my position allows me to create relationships with my students more than some of my colleagues. I have some of my students for three years. We also film many school and community events outside of school hours. So I get a chance to be with them inside and outside of school more than most. Our school also has implemented homeroom where we have the same kids from their freshmen year until they graduate. Payne says, “a successful relationship occurs when emotional deposits are made to the student, emotional withdrawals are avoided, and students are respected” (pg. 111). I have never made a list of deposits and withdrawals, but overall I think I do a pretty good job in this area. Where the Payne text can supplement what I already do is for those individuals in poverty. I will really try to build relationships with those students before handing out a laundry list of “do’s and don’ts” where they have no authorship.
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