Reading reflection 2 | W4 Q2 | Discussion

Social connections and relationships are dynamic and changeable, influenced by individuals and the environment. As Reis et al.(2000) mentioned, each relationship is nested in a social environmental system and in a physical system (p.4). The model posited by Juvonen(2006) echos in the Reis et all.(2000) article by its self-reinforcing feedback loops of belonging to behaviors. Belonging is seen as a motivation or purpose that drives behavioral changes. Furthermore, Reis et al. (2000) argue that the degree of relationship across the lifespan varies depending on context (p. 862). For example, students in middle school age tend to shift their attention from adults to peers and value more in their peer relationships since they spend more time at school than at home. Peer orientation strongly promotes social behaviors and engagement in formal education. However, the unawareness of differences in each student’s cultural background may be a barrier preventing students to form positive and healthy relationships. For example, an Asian student who talks less in class and in the group may seem to be unsocial and indifferent. However, it could be the Asian culture that teaches his/her to “think twice before you talk.” To foster students engagement, one positive, practical step I would implement is to acknowledge and know about students’ cultural influences behind their actions. At the first day of the class, I would like to send out the survey let them introduce themselves. Furthermore, I will hold some activities regarding cultural differences in the classroom and create an inclusive environment.