%0 Journal Article
%T Caring for Students: What Teachers Have to Say
%A Rub¨¦n Garza
%A Elba Armandina Alejandro
%A Tucker Blythe
%A Kathy Fite
%J ISRN Education
%D 2014
%R 10.1155/2014/425856
%X In this exploratory qualitative study we examined teachers¡¯ perceptions of teacher behaviors that convey caring in upper elementary and middle school classrooms. Data collection included teacher interview, classroom observations, and teacher self-reflection. Major findings include specific caring behaviors perceived by teachers that are identified and described in four themes: (a) fostering a sense of belonging, (b) getting to know students personally, (c) supporting academic success, and (d) attending to physiological needs. Our findings contribute to a body of research on caring by including teachers¡¯ voices and illuminating an authentic approach in caring for students. Our description of caring behaviors and patterns of interactions demonstrate caring in ways that may not be congruent with the norm. Thus, our findings may provide new insight for educators to examine their personal ideology. 1. Introduction While the ethnic and linguistic texture of today¡¯s classrooms has changed, children face insecurities and stress which can make adjustment in a diverse classroom difficult; therefore, teachers must create a safe and caring environment for all students. ¡°A positive or negative response could affect the self-esteem and academic success of students¡± [1, page 1]. Sanacore [2] points out that all students, regardless of race, benefit from the genuine caring efforts of teachers. Although students can recognize environments that do not cultivate caring relationships [3], sometimes it is difficult to identify the behaviors that evoke a feeling of care in a student. Therefore, what makes caring a challenging notion is teachers¡¯ understanding of how they should care for their students which may not be congruent with their students¡¯ expectations [4, 5]. In addition, teacher experiences and how they perceive the world may sometimes obstruct caring for students whose backgrounds are ethnically, linguistically, and culturally unique making this challenge more complex. The challenge for teachers is to demonstrate caring behaviors responsive to students¡¯ needs. Noddings [6] advances this notion by adding that ¡°caring teachers listen and respond differentially to their students¡± (page 19). In other words, caring is demonstrated in ways congruent with the individual¡¯s needs. For example, the following teacher statements convey different conceptions of caring: ¡°I go to their homes if they get into trouble¡±; ¡°I pay attention to who their friends are outside of class¡±; ¡°I pay for their breakfast¡±; ¡°I integrate caring behavior into lessons¡±; and ¡°I write them I care
%U http://www.hindawi.com/journals/isrn.education/2014/425856/