1. FAVORITISM: WHY DOESN’T TEACHER CALL ON ME?
Lauri A. Schmid-Snoeck
Education Spring 2010
Professor O’Connor-Petruso

2. Table of Contents INTRODUCTION Statement of the Problem
Review of Related Literature
Statement of Hypothesis

3. 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

4. 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)

5. 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)

6. 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.