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become withdrawn and suffers from insomnia.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)
Closeness in a teacher-student relationship refers to the emotional connection and sense of trust between the teacher and the students. It is an essential factor in fostering a positive learning environment and promoting student engagement and success (Frelin & Grannas, 2014). For Mr Lavender to navigate this proximal factor and attain professional closeness while maintaining professional distance, he can consider the following suggestions:
1. Show genuine interest and care: Mr Lavender can demonstrate his concern for the well-being and success of his students by getting to know them individually. He can take the time to have open and meaningful conversations with each student, asking about their interests, goals, and any challenges they may be facing. By doing so, he will create a sense of trust and connection with his students, which will contribute to a positive and supportive learning environment.
2. Be approachable and accessible: Mr Lavender should create an atmosphere where students feel comfortable coming to him with their questions, concerns, or even personal issues. By actively listening to the students and responding in a non-judgmental and supportive manner, he can create a sense of closeness. Being available to his students and providing timely feedback and guidance will further reinforce the teacher-student bond.
3. Encourage student autonomy and involvement: Mr Lavender can promote a sense of ownership and responsibility in his students by involving them in decision-making processes. By allowing students to have a say in classroom rules, activities, and assignments, he demonstrates that he values their opinions and respects their autonomy. This approach will contribute to a positive relationship with his students, allowing them to feel seen, heard, and empowered.
4. Maintain professional boundaries: While fostering closeness, it is important for Mr Lavender to maintain professional boundaries. He should prioritize creating a safe and respectful learning environment. This means setting clear expectations and consequences for behavior, maintaining a professional demeanor, and avoiding favoritism or engaging in personal relationships with students. By maintaining these boundaries, Mr Lavender can ensure that students feel respected and that the teacher-student relationship remains appropriate and effective.
In conclusion, Mr Lavender can navigate the proximal factor of closeness by fostering a genuine interest and care for his students, being approachable and accessible, encouraging student autonomy, and maintaining professional boundaries. These strategies will contribute to a positive teacher-student relationship, which is essential for promoting student engagement and success in the classroom.
References:
Frelin, A., & Grannas, J. (2014). Teacher-student relationships: The importance of teacher closeness in classroom management. Journal of Classroom Interaction, 49(1), 16-23.