Knowing How to Know: Building Meaningful Relationships through Instruction that Meets the Needs of Students Learning English

Autor/inn/en	Jimenez, Robert T.; Rose, Brian C.
Titel	Knowing How to Know: Building Meaningful Relationships through Instruction that Meets the Needs of Students Learning English
Quelle	In: Journal of Teacher Education, 61 (2010) 5, S.403-412 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487110375805
Schlagwörter	Preservice Teachers; Teacher Student Relationship; English; Instructional Effectiveness; Educational Research; Cultural Differences; English (Second Language); Second Language Instruction; Student Characteristics; Academic Achievement; High Schools; Student Attitudes; United States + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; English language; Englisch; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schulleistung; High school; Oberschule; Schülerverhalten; USA
Abstract	A growing body of literature highlights the need for teachers to know their students better, especially students from linguistically diverse backgrounds. The authors argue that teachers need to build healthy relationships with students and find ways to provide them with more effective instruction. Accordingly, they present a synopsis of what scholars know about helping preservice teachers learn about their students and what the literature reveals concerning what teachers need to be able to do to teach these young people more effectively. Finally, the authors provide some specific exercises that they have employed to help preservice teachers move in the direction of learning about and developing more meaningful relationships with students. They conclude with some challenges and directions for future research that targets ways to provide future teachers with the necessary tools, resources, and skills needed to access the cultural and linguistic strengths of their English-learning students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10