Current studies have substantiated the assumption that building meaningful teacher-student relationship will facilitate English instruction and learning. Robert Jimenez and Brian Rose are one of those researchers who support such assumption. In their 2010 article Knowing How to…
The authors are remarkable in terms of credibility. Robert Jimenez is a university lecturer who is engaged in the development of English instruction and Brian Rose is a doctoral aspirant who focuses on the effective teaching strategies for English learners (Jimenez & Rose 407).
Their article claims that it is vital to include relationship building directly on the program of teacher education. Teaching is very important, and one may argue that it is exactly those teachers who are effective instructors who create the most meaningful and productive relationships with their pupils. Nevertheless, the authors claim that building meaningful relationships is a part of teaching that is largely ignored in almost all agendas of teacher education. Without a doubt, there seems to be a great deal of benefit in endowing pre-service educators with the instruments and know-how they require to form a relationship with their students at a more profound and useful ways. As mentioned in the article, “manifestations of care are probably more important in children’s lives than any particular curriculum or pattern of pedagogy” (Jimenez & Rose 405). However, the authors stress that teaching and programming can and must be imbued with sympathy, compassion, or concern in mind. The connection between consideration or sympathy and instruction becomes more pronounced in English teaching and learning.
The authors claim that with mainstream learners, the capacity to create meaningful, healthy, and productive relations is usually ignored because communication difficulties are not that many or serious, behaviors are not misconstrued as frequently, and instructions can draw upon their personal experiences to build deeper relationships with their pupils. Basically, meaningful relationships cannot be ignored or seen as marginal or secondary when catering to English learners. The authors provide appropriate and relevant evidence to substantiate their ...
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