In the ever-evolving landscape of education, the spotlight on equality has illuminated classrooms, triggering discussions on the appropriateness of favoritism in teacher-student relationships. The question arises: should favoritism be normalized, or eradicated entirely? While it’s natural for a teacher to have preferences among students, openly expressing such favoritism is often frowned upon.

At New Providence High School, various initiatives have been implemented to foster a sense of inclusivity and belonging among students. Personal orientations are deemed irrelevant to the learning experience, creating an environment free from judgment and exclusion. However, the specter of favoritism looms, potentially impacting this dynamic.

Mr. Kempner, known for teaching Financial Literacy and History classes at New Providence High School, is widely recognized as a “chill” educator. His democratic-like class system and openness contribute to this perception.

Mr. Kempner emphasizes equity: “I try to be fair and treat everybody fair.”

This approach resonates with students, who appreciate both the engaging class atmosphere and the meaningful learning experiences.

Bella Lopez, a student at New Providence High School, acknowledges that some teachers treat her “just fragments” better than others. She attributes these stronger teacher-student relationships to her personality rather than academic abilities. Lopez values comfortable relationships with her teachers, foreseeing potential benefits for her future, such as college recommendations. Despite academic challenges, maintaining positive connections with teachers is a strategic choice for her.

In contrast, Mrs. Izbicki, an English teacher at New Providence Middle School, maintains a neutral classroom environment.  Regardless of academic standing or effort, all students are treated equally.

Discouraging student awards, Mrs. Izbicki noted, “I think it’s something that pits students against each other.”

This egalitarian approach is evident in success stories like Freshman Christina Stango, who experienced a transformative academic journey, improving her grade from a C to an A/B,  under Mrs. Izbicki’s influence.

While teachers and students coexist, the paramount concern is that students receive the necessary education while maintaining emotional well-being. The impressive average GPA of 3.49 for graduates from New Providence High School attests to the overall effectiveness of the teaching methods employed. Many teachers at New Providence have discovered that creating an enjoyable, engaging class environment is achievable through professional yet friendly interactions, fostering a positive learning experience