Fourteenth International Conference on Interdisciplinary Social Sciences

Abstract

Teachers being conscious of children’s emotions in instruction can have a powerful effect on increasing their level of engagement during learning. This is a review of a study conducted by the author that isolated instructional strategies and practices of middle school core content area teachers who teach a high population of English Learners (ELs) in their classroom. This chapter provides a thorough examination of social, emotional, and socio-economic factors ELs face in our current system of education and is critical in understanding the urgency of providing accessible and rigorous instruction to every student. With the number of first year teachers that begin their careers unprepared to handle the demands of curriculum while building a culture of trust among diverse groups of students, it is imperative that we provide a framework of strategies and practices that are proven effective with all students. This research provides a framework as well as addresses strategies in building relationships with even the most reluctant learners.