Leslie Corral (center) and her students.
By Jessica Cervantes
Latino and African-American students from South Los Angeles middle and high schools sat on a small panel in UCLA’s Campbell Hall. They shared their experiences about the effects their student-teacher relationships had on their learning and their college aspirations. The UCLA Graduate School of Education & Information Studies organized the event to give students an opportunity to voice their opinion about good and bad teachers and teaching styles. Their audience was a group of first-year teachers who are part of the UCLA Teacher Education Program.
According to Hugh Mehan, sociology and education professor at UCSD, research has shown that a positive relationship between teacher and a student can be a determinant factor in the student’s success. A positive student-teacher relationship has an even greater impact on students in low performing schools who serve low-income students and students of color.
“The key factor in teaching these students how to succeed is sensitive teachers and counselors who will encourage students to do well academically,” said Mehan.
Evelyn Gomez an outspoken 11th grader, attending Jordan New Tech at David Starr Jordan High School, said that in order for students to care about school, teachers have to care about the students. The mentality of the student is “If teachers don’t care, why should students?” If a teacher showed no interest in getting to know the student or finding out why they are not performing to their full potential, the student would not try to do better.
Gomez challenged the TEP audience to convey their high expectations to the students. She assured the educators they would see progress from their students. She broke down in tears when she recalled a teacher who had taken the time to get to know her and encouraged her not only to do better in school but also to think about college. She said she wished more teachers would stop judging students and instead help them reach their goals.
Other panelists agreed with Gomez. They stressed the importance of teaching students the material even if they had to stay after school with them. Adriana Lopez, another 11th grader who attends New Tech Jordan High, claimed when she has a positive relationship with a teacher, it motivates her to go to college. She explained she feels more at ease in a classroom where she knows she can approach a teacher for help. This makes it easier for her to complete her work, she said.
A fellow classmate maintained students have other things going on at home that prevent them from focusing at school. He assured the teachers that as long as they were able to confront the student in a positive manner the student would be open to learning and trying harder.
Students also shared negative experiences about teachers giving them classwork without explaining the material. Some teachers cursed at them or disrespected them. These experiences made them feel uncomfortable in the classroom and discouraged them from completing assignments.
Ms. Corral, an eleventh grade U.S. history teacher from David Starr Jordan High School in Watts, said she has tried to make her classroom a “safe space for her students to be themselves.” She claims she never takes no for answer and is always making sure her students complete their work. When students complain she responds, “I do it because I care. If I didn’t care. I wouldn’t bother.”
Corral admits college might not be for everyone, but she wants all her students to at least have the opportunity to explore that option.
All the students in the panel expressed that they wanted to continue on to higher education. Some even wanted to become teachers themselves.
Student Panelists share their experiences with first-year teachers in the TEP.