Poster #48 - Theory and Practice of Micro-Affirmations and Culturally Relevant Pedagogy in the English Language Arts Classroom

• In Event: 79.052 - MTCC Poster Session 19
  In Poster Session: 79.052-4 - Teaching Across Multiple Spaces

Abstract

Quality teaching skills help to build classroom practices which lead to student success. Studies reveal that good teaching skills are necessary for student academic achievement (Ladson Billings, 1995; Rivkin, Hanushek, & Kain, 2005). There are many practices that have been implemented to aid in student learning. One underutilized classroom practice is micro-affirmations (Rowe, 2008). This study discusses the usage of micro-affirmations within an educational context and identifies its potential contribution to English Language Arts classrooms for ESOL students. One exploratory case study design was utilized to capture research data connected to unconscious actions, which has the potential to contribute to making students feel valued and welcomed (Pittinsky, 2016). Additonally, recommendations and implications for further research is provided.

Authors

• Shalander L. Samuels, Kean University

• Amanda Wilkerson, University of Central Florida