Overview

Many students walk into our classrooms, and their teachers don't have an idea of where they live or the experiences they have lived (Noddings, 2005, p.66). How can we demonstrate caring, compassion, and interest in our students' emotional and also educational well-being? Wlodkowski and Ginsberg (1995) argue that this may be achieved by establishing a classroom atmosphere in which educators are aware of the students' cultural, ethnic, social, emotional, and cognitive needs (p. 267). By exploring the experiences and interests of students, therefore educators may make begin to make connections. Duncan-Andrade (2007) argues that effective educators are able to connect the curriculum with the lived experiences of their students. This can be accomplished by simply sparking the interest of the student (Dewey, 1963). It is through understanding newcomer students which allows for teachers to equip students with the tools they need to navigate with the different complexities of living in a new country. There needs to be a link between the teacher and the newcomer student, a link of appreciation, respect, connections, and genuine care. In closing, at the end of the school day, teacher perceptions of newcomer students sets the tone for effective teaching. Successful and effective teaching depends most heavily on one point: deep and caring relationships (Duncan-Andrade, 2009, p. 191).

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