Prinsloo, I.J. 2013. Establishing harmonious relations in a school. In: Van Deventer, I. 2003. An educator's guide to school management skills. Pretoria: Van Schaik Publishers.
Purkey, W.W. & Stanley, P.H. 1991. Invitational teaching, learning and living. Washington: NEA Professional Librabry. Chapter 2
Zandvliet, D., Den Brok, P. & Mainhard, T. eds., 2014. Interpersonal relationships in education: From theory to practice. Rotterdam: Springer. Chapter 2
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)
(15)
1.2 Teachers are agents of change in modelling sound behaviour, inspire and encourage learners to reach their full academic potential, and motivate them to strive towards being the best person they can be.
Discuss this statement by referring to any three attitudes and personality traits of teachers. Simultaneously demonstrate, with relevant examples, how a teacher will utilize these traits in the everyday course of pedagogy. (10)
(Max 300 words)
1.1 The invitational model of teaching, as discussed by Purkey and Stanley (1991), emphasizes the importance of creating an inviting and supportive environment for students to learn and grow. According to this model, teachers have a significant impact on their students, and what teachers accomplish in their profession is closely tied to their own personal qualities and characteristics.
To apply the invitational model as a teacher, one would need to focus on developing and nurturing positive personal qualities that promote a healthy classroom environment. This includes being authentically and genuinely present for students, demonstrating respect, and fostering a sense of belonging and inclusion. By being authentic, teachers can create an environment where students feel safe to express themselves and take risks in their learning.
Respect is a key element in the invitational model. As a teacher, it is important to treat all students with dignity and value their unique perspectives and contributions. This can be done by actively listening to students' ideas, acknowledging their efforts, and encouraging their participation. By respecting students' autonomy and opinions, teachers can create an environment that fosters open communication and collaboration.
Furthermore, a sense of belonging and inclusion is crucial in the invitational model. Teachers need to create an environment where all students feel welcome and accepted. This can be achieved by building positive relationships with each student, promoting a sense of community in the classroom, and providing opportunities for students to work together and support one another.
An example of how a teacher can apply the invitational model is by incorporating student voice and choice. By giving students opportunities to make decisions about their learning, such as allowing them to choose topics for projects or offering different options for assignments, teachers can empower students and make them active participants in their own education.
Overall, the invitational model emphasizes the importance of creating a positive and supportive classroom environment. By focusing on personal qualities such as authenticity, respect, and inclusion, teachers can create an inviting space where students feel valued and empowered to reach their full potential.
1.2 Three attitudes and personality traits of teachers that are essential in modeling sound behavior, inspiring and encouraging learners, and motivating them to strive towards being the best versions of themselves are empathy, enthusiasm, and optimism.
Empathy is the ability to understand and share the feelings of others. A teacher with empathy can effectively connect with their students, understand their perspectives, and create a supportive environment where students feel understood and valued. For example, when a student is struggling with a difficult concept, an empathetic teacher will take the time to understand their challenges and provide appropriate support and guidance.
Enthusiasm is contagious and can inspire students to engage in their learning. A teacher who is enthusiastic about their subject matter and teaching can spark the curiosity and interest of their students. By demonstrating passion and excitement, a teacher can motivate students to explore and discover their own interests and potentials. For instance, an enthusiastic teacher can use hands-on activities or real-world examples to make the learning experience more engaging and memorable for students.
Optimism is a positive mindset that encourages students to believe in their abilities and strive for their goals. A teacher who is optimistic can create an atmosphere of positivity and growth, where mistakes are seen as learning opportunities and challenges are viewed as stepping stones to success. An optimistic teacher can provide encouragement and support to students, helping them develop resilience and perseverance. For example, an optimistic teacher might provide constructive feedback and praise effort rather than solely focusing on the outcome, motivating students to continue putting in their best efforts.
In the everyday course of pedagogy, a teacher can utilize these traits by actively practicing empathy, expressing enthusiasm, and maintaining an optimistic outlook. By listening attentively to students, showing genuine interest in their thoughts and feelings, and providing support when needed, a teacher can foster a strong sense of trust and connection. Additionally, a teacher can demonstrate enthusiasm by incorporating interactive and engaging teaching strategies, sharing personal experiences, and displaying a genuine passion for the subject matter. Lastly, by consistently highlighting students' strengths, encouraging a growth mindset, and celebrating individual successes, a teacher can cultivate optimism and inspire students to reach their full potential.