1.1 “What teachers accomplish in their profession is a function of the person they are” (Purkey
& Stanley, 1991). Using your knowledge of the invitational model, analyze this statement and explain how you, as a teacher, would apply this model. (Max 450 words) Include references
The invitational model is a philosophy of education that focuses on creating an environment of mutual respect, trust, and collaboration to promote learning and growth for both teachers and students. It recognizes that teachers play a crucial role in shaping the learning experiences and outcomes of their students. According to Purkey & Stanley (1991), what teachers accomplish is influenced by the person they are. This means that teachers' values, beliefs, attitudes, and behaviors have a significant impact on their effectiveness as educators.
In the invitational model, teachers are encouraged to cultivate positive attitudes and beliefs about themselves, their students, and the teaching profession. They are seen as intentional, inviting, and empowering individuals who foster a sense of belonging, worthiness, and competency in their students. Teachers who adopt this model are aware of the influence they have on their students and strive to create a positive and inclusive classroom environment that promotes engagement, motivation, and meaningful learning experiences.
For me as a teacher, applying the invitational model would involve a deliberate and conscious effort to embody its core principles. Firstly, I would focus on developing a strong sense of self-worth and professionalism. By acknowledging my strengths, values, and aspirations as an educator, I can model confidence, integrity, and enthusiasm for my students. This is crucial in establishing a positive teacher-student relationship based on trust, respect, and mutual understanding.
Secondly, I would strive to create an inviting and inclusive classroom environment. This means recognizing the unique qualities, talents, and backgrounds of each student. By embracing diversity and fostering a sense of belonging, I can create a safe space where all students feel valued, respected, and supported. This can be done through open communication, active listening, and showing genuine interest in their thoughts, ideas, and experiences.
Thirdly, the invitational model emphasizes a collaborative approach to teaching and learning. As a teacher, I would actively involve my students in the decision-making process and encourage their active participation in the classroom. This can be achieved by providing opportunities for students to contribute their thoughts, opinions, and suggestions. By engaging students in dialogues, group discussions, and collaborative projects, I can foster a sense of ownership and empowerment, which can lead to deeper learning and personal growth.
Lastly, I would recognize and celebrate the accomplishments, efforts, and progress of my students. By providing positive feedback, encouragement, and acknowledgment, I can reinforce their sense of competence, autonomy, and motivation. This can be done through verbal praise, constructive feedback, and recognition of their individual strengths and achievements.
In conclusion, the invitational model emphasizes the important role that teachers play in shaping the learning experiences and outcomes of their students. By embracing its principles of self-worth, invitation, collaboration, and celebration, teachers can create a positive and inclusive classroom environment that promotes engagement, motivation, and meaningful learning experiences. As a teacher, I would apply the invitational model by being intentional, inviting, and empowering in my interactions with students, fostering a sense of belonging and competency, and actively involving students in their own learning and growth.
References:
Purkey, W. W., & Stanley, P. H. (1991). Invitational education: An approach that invites the best of “what is” and facilitates the creation of “what might be”. Handbook of educational psychology, 2, 621-632.