Read the following case study and answer all the questions:
Mr Lavender is an educator in the secondary school phase, and most of his classes include boys and girls. He has always wanted to be a teacher. Although he really enjoys teaching and working with teenagers, he currently experiences a number of problems that he seems incapable of dealing with properly. This causes feelings of inadequacy and failure. His concerns are based on factors and situations such as the following:
• Some learners, particularly the boys, simply seem uninterested in the schoolwork. They adopt a ‘don’t care’ attitude towards the future and do not use their schooling opportunities to prepare themselves for a successful future. Some of these boys are much more interested in soccer and rugby, in girlfriends and in parties than in their schoolwork. The academic achievement of some of these learners has deteriorated over the past months.
• Some of the girls in the class have relationships with young men who are three to five years older than them and who have finished school already. Mr Lavender is particularly concerned about the effect this might have on their academic and social development. He feels that they might lose interest in school and in their peers. In his quest to find a solution, he has
become withdrawn and suffers from insomnia. This is affecting the quality of his teaching and interpersonal relationships with colleagues and family members.
• Some learners do not respect authority. They often question his views and request reasons for his class rules and instructions. They try to make it difficult for teachers to maintain classroom discipline, behave in a disorderly manner and often try to ‘show off’. Such behaviour seems to earn them the admiration of some of their peers, which only strengthens this behaviour. This, in turn, results in an escalation of classroom conflict.
• Mr Lavender is also very concerned about the fact that a high percentage of his learners’ parents are not really involved in their children’s schooling. In spite of repeated requests to some parents to contact him, only a few have reacted.
According to Frelin and Grannas (in Zandvliet et al., 2014), teachers are central when it comes to creating favourable social relationships in the classroom, especially regarding those associated with better student behaviour.
Analyse the case study and provide specific suggestions to Mr Lavender on the following matters:
3.2 Refer to the importance of ‘closeness’ as one of the keys of a positive teacher–student relationship and explain how Mr Lavender can navigate this proximal factor to attain professional closeness yet maintain professional distance. Support your answer with in-text references. (Max 350 words)
To understand the importance of 'closeness' as a key factor in positive teacher-student relationships, Mr. Lavender can consider the research findings of Frelin and Grannas (in Zandvliet et al., 2014). According to them, favorable social relationships in the classroom are crucial for better student behavior. Building a sense of closeness with students can contribute to a supportive and engaging learning environment.
To navigate this proximal factor and maintain a professional distance, Mr. Lavender can employ several strategies:
1. Show genuine interest and care: Mr. Lavender can take the time to get to know his students individually, understand their interests, strengths, and challenges. He can actively listen to their concerns and be empathetic towards their needs.
2. Foster positive teacher-student communication: Mr. Lavender can encourage open and respectful communication with his students. He should provide opportunities for them to express their opinions, ideas, and concerns. By actively engaging in discussions, Mr. Lavender can establish a safe space for his students to express themselves.
3. Use personalized teaching approaches: Different students have different learning styles and preferences. Mr. Lavender can employ differentiated instruction techniques that cater to the diverse needs of his students. By adapting his teaching methods, he can address individual learning needs and create a personalized learning experience.
4. Provide academic support: Mr. Lavender can offer additional assistance to struggling students. He can provide guidance, extra resources, and one-on-one support to help them improve their academic performance. By assisting students in their academic journey, he can build trust and a sense of support.
5. Respect boundaries: While building a sense of closeness, it is important for Mr. Lavender to maintain professional boundaries. He should avoid favoritism and treat all students fairly and equally. By setting clear expectations and consistently enforcing them, he can establish a professional environment while still showing warmth and support.
In order to attain professional closeness while maintaining professional distance, Mr. Lavender should strike a balance between showing empathy and understanding, while still maintaining appropriate boundaries. By creating a nurturing and respectful classroom atmosphere, Mr. Lavender can effectively build positive teacher-student relationships as suggested by Frelin and Grannas (in Zandvliet et al., 2014).
(Word count: 334)