Teacher Relationships
Answer the following:
What are the positive aspects of the teacher’s management?
What problems are occurring?
What are some possible solutions to the situation, and how would they affect learning?
Teacher Relationships
It was Tuesday morning, second period, and Mr. Alvarez’s sixth-grade language arts class was just settling in. The day’s lesson focused on identifying themes in fiction, and Mr. Alvarez planned to use a short story titled “The Long Walk Home.” He greeted students at the door as they trickled in, handing each a printed copy of the story.
“Good morning, Maya,” he said with a smile. “Can’t wait to hear your take on today’s story.”
Maya smiled back and took her seat. She had her notebook open before the bell rang.
Jayden wandered in a few seconds before the tardy bell. His hoodie was halfway over his head, and he didn’t make eye contact. Mr. Alvarez nodded but said nothing.
Then came Kiara. She walked in mid-conversation with a friend, laughing loudly. Her phone was out, and she was texting.
“Kiara, phone away. Now,” Mr. Alvarez said, his tone sharp.
Kiara rolled her eyes but shoved her phone into her bag. “I’m here, aren’t I?”
The room buzzed with side conversations until Mr. Alvarez called for attention. “Let’s focus. Today we’re reading ‘The Long Walk Home’—a story about decisions, values, and finding courage in unexpected moments.”
Teacher Relationships
He passed out highlighters as he spoke and began reading aloud from the story. Maya followed attentively, highlighting key lines. She jotted a note in the margin and looked up eagerly, waiting for the first discussion prompt.
Mr. Alvarez noticed. “Maya, what do you think the author is trying to show us about the main character’s fears?”
“I think he’s scared of disappointing his dad, but he’s also starting to see that doing the right thing matters more.”
“Excellent insight,” Mr. Alvarez said. “Who else agrees or disagrees?”
No one answered. Jayden had his head propped on one hand and was doodling in the corner of his paper. Mr. Alvarez walked by and tapped the desk. “Let’s focus, Jayden.”
Jayden shrugged and started circling random words on the page. Mr. Alvarez moved on without further comment.
A few minutes later, Kiara leaned back in her chair, muttering under her breath. Her book was closed. When Mr. Alvarez asked the class to pair up for a theme-finding activity, Kiara groaned audibly.
“I don’t even get this story.”
“You haven’t read it,” Mr. Alvarez snapped. “That’s why.”
Kiara folded her arms and stared at the floor. Mr. Alvarez paused, clearly frustrated.
“Kiara, I’ve asked you to engage. You’re wasting your own time and everyone else’s.”
“I don’t care,” she muttered.
“That’s enough. You can take a reflection form and finish your work in the hallway,” he said, pulling a form from his desk drawer.
She stood up quickly, grabbing her bag and slamming it into the chair. “You always single me out,” she said loud enough for the class to hear. “But when Jayden’s doing nothing, it’s fine.”
The class went quiet. Mr. Alvarez looked flustered. “This is not the time. Please go now.”
After she left, a few students exchanged glances. Jayden sat straighter in his chair but looked uncomfortable. Mr. Alvarez cleared his throat and returned to the lesson.
He asked a follow-up question: “How do the character’s actions change once he makes his decision?”
Only Maya raised her hand.
For the next few minutes, the discussion dragged. Mr. Alvarez tried to redirect focus, but the class felt heavy with tension. He finally asked students to complete a theme-analysis worksheet individually.
As students worked, Mr. Alvarez walked around, glancing at papers. When he reached Jayden, he paused. Jayden had actually written a solid paragraph with thoughtful points.
“This is good work,” Mr. Alvarez said quietly. “You made a really smart connection here between the character and the title.”
Jayden looked up, surprised. “Really?”
“Yes,” Mr. Alvarez nodded. “You’ve got the right idea.”
Jayden gave a slight smile and went back to writing. For the first time all week, he raised his hand to ask a question about the assignment. Mr. Alvarez called on him right away and responded positively.
Meanwhile, Maya was finishing early. She added a few decorative sketches around her analysis and waited patiently. Mr. Alvarez walked over and gave her a thumbs up. “Another strong piece. I might use this as a model next week—would that be okay?”
“Sure!” she beamed.
Five minutes before the bell, Kiara returned with her reflection form in hand. She sat down without a word. Mr. Alvarez accepted the form but didn’t speak to her. As students packed up, she looked toward the window and stayed silent.
After class, Mr. Alvarez leaned on his desk, rubbing his forehead. The lesson had started well but spiraled during the conflict with Kiara.
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What are the positive aspects of the teacher’s management?,
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What problems are occurring?,
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What are some possible solutions to the situation and how would they affect learning?,
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How does the case study reflect the module’s key information?,
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How can explicit connections to theory strengthen understanding of teacher–student relationships?
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