Being the Warm Demander in Order to Bring Out the Best in Students.
In the series of grade band books titled Taking Action by NCTM 2017 there is a description of the teacher as the warm demander (shared below). It is written as a note for creating classrooms where each and every student feels comfortable engaging in productive struggle, the work of learning. As you read it think of ways you can focus on being the warm demander with one student who is not yet engaged in the learning process. Then ask yourself, “When was I a warm demander today?”
Students may be more willing to engage in productive struggle if they feel that the teacher believes that they can learn and has their best interest at heart. Kleinfeld (1975) proposed the concept of a warm demander to describe the type of teacher who can bring out the best in students. Berry and Ellis (2013, p. 176) describe a warm demander as “a teacher who knows the culture of students, has strong relationships with students, and commands that everyone within the classroom will be respected and follow classroom norms.”
According to Bondy and Ross (2008), a warm demander takes deliberate actions to build relationships with students, learn about students’ cultures, provide clear and consistent expectations, and communicate an expectation of success. High expectations are accompanied by enough support and scaffolding to facilitate students’ progress on challenging work (e.g., productive struggle), thereby convincing students that the teacher cares for and believes in them (Bondy and Ross 2008).