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

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

Teacher-Child relationships effect 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)

Teacher-Child relationships require 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)

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.