Becoming an Ally: Notes on Chapter 6
In Chapter 6 of "Culturally Responsive Teaching & The Brain", Hammond introduces the importance of being an ally for students within the classroom. She begins by stating that a learning partnership is broken into two parts: in the first, "the focus is on creating a sense of connectedness with students who come from a relationship oriented culture"(88) and that the second part of this partnership requires an alliance between the student and teacher. Doing so helps enable the student in feeling supported and empowered in both their learning journey and social interactions within the classroom environment. Hammond defines this alliance as "a relationship of mutual support as partners navigate through challenging situations"(89).
In sharing the story of Tyree, Hammond details how, by interpreting discouragement for lack of motivation, teachers can unconsciously cause students to develop learned helplessness. This belief that one cannot improve or conquer challenging assignments is reinforced in many ways; one which I found interesting was teachers` habits to praise specifically students of color for simple tasks, thus creating a mindset of believing that they cannot do any better. This can evolve into a stereotype threat or even internalized oppression, when the student links their struggles to being caused by their "race, socioeconomic status, gender, or language background"(91). Hammond clarifies that this limits a student`s growth in their intellectual capacity and that it is our responsibility as teachers to validate each student`s experiences and form a therapeutic alliance, specifically based on mutual trust. Hammond then details how to go about forming this alliance, starting with forming a pact outlining the learning goal and each person`s role with the student as the main driver of the learning experience.
One important aspect to a successful alliance is the teacher becoming a warm demander, offering both care and an appropriate cognitive challenge to the student. Hammond follows this statement with what I found to be the most interesting section of the chapter; she states that a teacher must earn the right to demand. Being authoritarian and firm does more harm than good if one has not formed a relationship of trust with their students. The teacher must offer warmth and support before making demands; any demands that are made should be done with those same values as well. This encourages conversations of corrective feedback, because the relationship is based on trust. (word count 390)
Sarah, I found your blog to be very interesting as it discussed key take always of the chapter. We are learning the importance of the student teacher relationships in our other education courses, but I feel like Hammond does a good job of emphasizing this relationship in a cultural aspect. I found the idea that "teachers can unconsciously cause students to develop learned helplessness" is very eye opening. The relationship that a student has with their teacher can make or break their opinion of school. How a teacher treats a child, in a positive or negative way, will stick with that child for many years. I can still remember my elementary school teacher who did not try to get to know me or anyone else in the class and made me not enjoy going class. But I can also remember the teacher who went out of her way to check on me, ask about my life and push me to be the best student and person I could be. I think the reason she made such an impact on me was because she challenged me. She understood my skill level and learning style and new what I was capable of. She is the reason I want to become a teacher and I hope to be the role model that she was for me for my students in the future. (word count: 229)
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