Prejudice is a preemptive judgment or irrational generalization about an entire category of people. It is a combination of personal, social and social factors. It is the human tendency to divide the social world into two categories of “us” and “them,” the in-group and the out-group. These divisions can be made on the basis of race, religion, gender, age and ethnicity. Usually, members of the outgroup are seen as inferior and different from "us" in the ingroup. Although there are similarities between groups, those in the in-group may justify their privileges by assuming that they deserve to "have" due to their superiority, this may lead to blaming those in the out-group for their less privileged position. The outside group is likely to be blamed if things go wrong. Prejudice is also a set of cultural values; Children learn traits and characteristics valued by families, friends, teachers, and the world around them. In this case, Paulo might have felt prejudiced. His withdrawn behavior may be the result of his cultural values, who he believes he is among American children, his cultural background, and what he learns about his position in society from the world around him. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay What three relationships could you draw on to ensure that Paulo feels connected to the students in his class? Since “caring teacher-student relationships are better associated with better academic performance, especially for children facing serious challenges” (Woolfolk 2014:234), Paulo will benefit from such a relationship. He will need a teacher to support him throughout the journey to increase his confidence by achieving the best in his work. He/she should be encouraged to build effective peer relationships as they are key to connecting with other students by facilitating socialization and adapting well to the classroom situation. Paulo will need effective home-school relationships to build a connected and caring network for him. His teacher will have to seek maximum parental involvement. Involve his parents to make sure they stay involved. What culturally relevant teaching guidelines would you suggest Ms. Wyant uses in her classroom. Ms. Wyant can experiment with different group modalities to encourage social harmony and cooperation or study peers and couples, for example. It can also provide a range of ways to learn the material to suit a range of learning styles, such as setting up activities and projects. He should try to get to know the customs, traditions and values ​​of his students, for example by participating in some community fairs and festivals. Teach his students to detect racist and sexist messages, for example, to analyze curriculum materials for bias. He must learn the meaning of his students' different behaviors, for example asking students how they feel when you correct them or praise them. What does this message give them? Emphasizing meaning in teaching, for example, ensuring that students understand what they are reading Woolfolk (2013: 262) states that “whenever you consider the use of punishment, you should make it part of a two-pronged attack”. It should not only be designed to suppress the unwanted action, but also to tell the student what the right thing to do is. Therefore, to use punishment effectively, the situation must be structured so that negative reinforcement can be used instead of punishment. This can be done using positive guidance methods.