Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners

1992 ◽  
Vol 17 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Timothy J. Landrum
Keyword(s):  
Regular Education ◽  
Teacher Characteristics ◽  
Student Relationships ◽  
Interactional Model ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Coercion Theory ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Interactional Analysis

Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.

scholarly journals Teacher - Student Relationships in Court - Mandated Adult Education: A Phenomenological Study

2015 ◽  
Author(s):  
Ron Mottern
Keyword(s):  
Adult Education ◽  
Correctional Education ◽  
Phenomenological Study ◽  
Community Corrections ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Court Mandated ◽  
Considerable Body

While there is a considerable body of literature on adult correctional education, this literature almost exclusively deals with teachers and students working within incarceration settings, where students are in jail or prison. There is a lack of research on the experiences of teachers working with students who are a part of the correctional system but are placed within the community , i.e., community corrections. In this study the author examines the experiences of teachers working with court - mandated, community corrections students in GED/ABE programs. Seven adult education teachers share their experiences in this phenomenological study. The findings of the study indicate a special relationship, a chiasm, between teachers and students. Implications of this chiasm, an experience described by Merleau - Ponty, are explored.

MEMBINA HUBUNGAN YANG POSITIF ANTARA GURU DAN SISWA DI MASA PANDEMI DI PKBM X, BOGOR

2021 ◽  
pp. 183
Author(s):  
Hana Talita Margijanto ◽  
Margaretha Purwanti
Keyword(s):  
Positive Interactions ◽  
Learning Situation ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teacher's Knowledge ◽  
The Relationship

The COVID-19 pandemic dramatically reduced direct interactions between teachers and students during learning hours. As a consequence, teachers struggle to gauge the student’s ability and cannot fully understand the learning situation at home for each student, especially adolescents. This was experienced by PKBM X who since the pandemic has had profound trouble to reach out to their students. PKBM X is a non-formal high school that upholds the values of equality and democracy, and teachers bear a role to understand the condition of each student and try to help whenever necessary. However, according to interviews, some teachers are unsure about how to establish a relationship with students, especially in this time of pandemic. There are also teachers who are too involved emotionally with the student’s problems, to a point where they feel emotionally burdened. Utilizing the problem tree analysis, it is concluded that the relationship between teachers and students isn’t optimal. To that end, a training was designed to inform participants about positive teacher -student relationship, especially during pandemic. With this knowledge, teachers realized the importance of positive teacher -student relationships and how to initiate positive interactions in times of pandemic. Not only that, teachers are also taught to manage their expectations about the teacher -student relationship, so that teachers continue to provide support without being personally affected if the student is not easily approached. After the training, teacher’s knowledge about the positive teacher-student increased, and teachers were able to develop action plans for their students.Pandemi COVID-19 membuat interaksi langsung di jam belajar mengajar antara guru dan siswa berkurang. Guru menjadi sulit mengetahui pemahaman dan keadaan siswa.. Hal ini dialami oleh PKBM X yang sejak masa pandemi merasa sulit untuk menjangkau siswa. Padahal, PKBM X adalah sekolah yang menjungjung tinggi nilai kesetaraan dan kekeluargaan, dan guru memiliki peran untuk mengetahui kondisi siswa dan berusaha membantu. Hanya saja, berdasarkan wawancara, sejumlah guru ragu bagaimana menjalin interaksi dengan siswa, terutama di masa pandemi ini. Ada juga guru yang malah terlalu terlarut dengan masalah siswa, sehingga merasa terbeban secara emosional. Dengan metode analisis pohon masalah, ditemukan bahwa hubungan guru dan siswa di PKBM X pada saat ini kurang optimal. Untuk itu, dirancanglah sebuah pelatihan seputar pengetahuan membina hubungan guru dan siswa yang positif, terutama di masa pandemi ini. Dengan pengetahuan ini, guru diharapkan dapat menyadari pentingnya hubungan guru dan siswa yang positif serta bagaimana memulai interaksi positif di masa pandemi. Tak hanya itu, guru juga diajak untuk mengelola ekspektasi tentang hubungan guru dan siswa yang positif, sehingga guru tetap memberikan bantuan terbaiknya tanpa terdampak secara personal jika kondisi siswa tidak mudah dijangkau atau didekati. Melalui pelatihan ini, pengetahuan guru tentang hubungan guru dan siswa meningkat, dan guru dapat menentukan rencana aksi yang dapat mereka lakukan untuk siswa di PKBM X. 

scholarly journals Freire, dialogic feedback, and power issues

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Rosaria Indah
Keyword(s):  
Medical Education ◽  
Community Based ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Feedback Quality ◽  
Teachers And Students ◽  
Feedback Delivery ◽  
Post Disaster ◽  
Do So

The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts.  This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.

Teacher-Student Relationships

Education ◽  
2020 ◽  
Author(s):  
Mere Berryman
Keyword(s):  
The Self ◽  
Education Systems ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Common Thread ◽  
Teachers And Students ◽  
Effective Relationships ◽  
Education And Society ◽  
Learning Institutions

This review responds to a number of questions, including: What is known about teacher-student relationships? What about teacher-student relationships makes them effective and successful? How do effective relationships ensure that teachers and students can face the daily challenges in todays’ education systems and also in wider society? How might these relationships contribute to future proofing our societies against the global crises that have become our collective reality? Discourses related to relationships are often used as though there are collective understandings. However, much of the praxis—the policies, pedagogies, and testing regimes—found in learning institutions still protect and privilege some students over others, and the gaps in education and society continue to widen. This bibliography will show that teacher-student relationships continue to be widely researched; that early philosophical understandings grounded in relationships of equality and freedom have intergenerational interest and traction; and that relationships can take many forms, with some forms of teacher-student relationships resulting in more productive outcomes than others, and some forms actually doing harm. The scholars included in this entry are engaging in the types of relationships where “critical” questions increasingly sit at the forefront of learning and schooling. They are interested in contexts for learning where all learners are respected and able to bring their own experiences, their solutions, and their potential to the table, and from which collective growth and benefit can ensue. Among this common thread there is a diversity of worldviews, with knowledge that may yet be untried or untested. These citations provide insights into the kinds of teacher-student relationships that can help us learn more deeply about the profession by beginning with the self.

scholarly journals Democracy in the classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 181-194
Author(s):  
Tony Leach
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Third Space ◽  
Democratic Citizenship ◽  
Student Relationships ◽  
Role Identities ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
School Democracy

This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey’s and Martin Buber’s philosophies of education, and Homi Bhabha’s concept of ‘third space’ work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher–student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically ‘top-down’ teacher-guided and ‘bottom-up’ student-informed.

scholarly journals Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Alexander Wettstein ◽  
Erich Ramseier ◽  
Marion Scherzinger
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Emotional Stability ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Classroom Disruptions ◽  
Student Relationship

Abstract Background Teacher self-efficacy and emotional stability are considered crucial resources for coping with classroom demands. We examined how class and subject teachers’ self-efficacy beliefs and emotional stability are related to teachers' and students' perceptions of the teacher–student relationship, classroom management, and classroom disruptions. Methods In a sample of eighty-two swiss german 5th and 6th grade classes, 1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82) filled out a questionnaire assessing classroom disruptions, teacher–student relationships, and classroom management. In a first step, we conducted t-tests on whether class teachers and subject teachers differ in their self-efficacy beliefs and emotional stability. In a second step, we explored by correlation analyses the relations between teacher self-efficacy in classroom management and emotional stability and the teachers’ and students’ perceptions of classroom disruptions, teacher–student relationships, and classroom management. In a third step, we examined by stepwise multiple regression analyses to what extent psychological variables predict teacher perceptions after controlling for students’ ratings, representing rather “objective” classroom features. Results In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive appraisal of teacher–student relationships and classroom management skills (compared with student ratings). By contrast, in subject teachers, high self-efficacy beliefs are associated with a more favorable perception of classroom disruptions, teacher–student relationships, and classroom management, from both the teachers' and students' perspectives. Conclusions The results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher–student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated with more favorable perceptions of classroom characteristics, both from the teachers' and students' perspectives.

scholarly journals 'Students don't always tell teachers the truth very often, do they?' Reflections on the implications when teachers and students collaborate to investigate teaching practice

2016 ◽  
Author(s):  
Tony Leach ◽  
Andy Crisp
Keyword(s):  
School System ◽  
Classroom Practice ◽  
Collaborative Research ◽  
Teaching Practice ◽  
The Self ◽  
Top Down ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

Informed by Martin Buber's notions of I-It and I-Thou relationships, this paper examines the problematic and contested issues of emancipation and empowerment in schooling. Specifically, it explores what happens when teachers and students collaborate when observing lessons and commenting on teaching practice in the imagined space of the self-improving school system. Within this space, it examines the challenges and complexities of establishing I-Thou teacher-student relationships, and the potential for creative dissonance in such situations. Finally, it explores the idea that the self-improving school could become a place where teachers and students create a space for mutual dialogue about collaborative research in the classroom – in other words, a place where classroom practice is democratically 'top-down' teacher-led and 'bottom-up' student-informed.

scholarly journals Teacher-Student Relationships as a Factor of Successful Learning Activity in Schoolchildren

2017 ◽  
Vol 22 (5) ◽  
pp. 39-47 ◽  
Author(s):  
A.S. Fomichenko
Keyword(s):  
Academic Performance ◽  
Emotional Support ◽  
Individual Characteristics ◽  
Learning Activity ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
The Relationship ◽  
Reliable Basis

This paper reviews how teacher-student relationships affect the success of learning activity in schoolchildren. Outcomes of Russian and foreign studies suggest that positive relationships between teachers and students are critically important for successful learning at school. The paper thoroughly analyses individual characteristics of teachers. It is emphasized that some of these characteristics (such as emotional support and academic guidance) can act as a reliable basis, encouraging students to engage more fully in learning activities and to achieve high academic performance. It is argued that the assumption according to which the relationship between teachers and students is a significant motivational factor in academic performance is still relevant. The paper describes the effect of teacher expectations on student achievement and concludes with several important notes concerning the discussed problem of teacher-student relationships and their impact on the success of learning activity.

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