Integrating relationship-building strategies in the classroom can lead to an equitable classroom environment where all student voices and perspectives are heard and celebrated. This research project details the analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2020 – 2021 school year. I spent the year in a ninth-grade English Language Arts classroom. The research details an analysis of these three questions:

  1. How have my differentiation strategies and inclusion of culturally responsive pedagogy changed throughout my teaching?
  2. How have I enhanced my strategies for relationship-building throughout my teaching?
  3. How have I integrated ELA-specific relationship-building strategies with my students?

Data used came from journal entries, formal observations, and lesson plans. This paper includes an introduction, philosophy of education, literature review, research methods and presentation of data, as well as implications and concluding thoughts.

Exit Requirement

Action Research

Date of Award


Degree Name

Master of Arts in Teaching (initial licensure)

Committee Chair

Melanie Landon-Hays

Committee Member

Lisa Keating-Thomas


education, equity, relationship building



Type (DCMI Terms)


Subject Categories


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