Marginalized Students Relationships are the Heart of Learning

Abstract

Bill 52, Education Amendment Act (Learning to Age 18) in the province ofOntario, Canada requires young people to remain in school until they graduate or turn eighteen. The Ontario Ministry ofEducation provides funding for innovating course options both inside and outside the classroom to support all students. Boards have limited discretion to provide programming for students who have experienced difficulties in traditional classrooms,are not on track to graduate and would benefit from a lower teacher-student ratio. Literature suggests that this population of students is viewed from two perspectives: the students have deficiencies in themselves and they need to changeorthe mannerin which education is provided to these students needs to change. This study examines an Alternative Education program in a secondary schoolthat is unique within its rural board and is populated with students who have had limited to minor success in the regular stream ofthe school. The report is presented as a narrative self-study with the research question: How do I improve mypractice to support student learning?. How the researcher’s values concerning the learning environment, learning, a democratic ethos, and relationships are lived within the classroom are examined. Data and feedback from personal observations, administrators, outside agency personnel, and anecdotal comments from students, were collected and analyzed. Results suggested that the complex relationships within the classroom impact mostother facets ofa learning environment. Unconditional positive regard and empathy are discussed and examinedascritical factors needed to create an environment where all students can succeed.