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become withdrawn and suffers from insomnia.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:
3.1 Suggest ways in which he can manage the mentioned conflicts positively. In your discussion
refer to the classroom discipline strategies suggested by the invitational model. Support
your discussion with in-text references. ( Max 350 words)
One way Mr Lavender can manage the conflicts positively in his classroom is by implementing the invitational model of classroom discipline. The invitational model is based on the idea of creating a positive and inviting learning environment where students feel valued, respected, and included. This approach encourages positive communication, cooperation, and mutual respect between teachers and students.
Firstly, Mr Lavender can focus on building positive relationships with his students. This can be done by actively listening to their concerns, showing empathy and understanding, and getting to know their strengths and interests. By building a connection with his students, Mr Lavender can establish a foundation of trust and respect and create a more positive classroom atmosphere.
In terms of the uninterested boys, Mr Lavender can try to make the schoolwork more relevant and engaging to them. He can connect their interests, such as soccer or rugby, to the topics being taught in class. For example, he can incorporate sports-related examples or projects into his lessons. Additionally, Mr Lavender can personalize the learning experience by allowing students to have some choice in their assignments and projects, which can help increase their motivation and interest.
To address the issue of girls dating older men and potentially losing interest in school, Mr Lavender can create a safe and supportive classroom environment where students feel comfortable discussing their concerns and experiences. He can provide guidance and resources on healthy relationships and the importance of education. Collaboration with school counselors or social workers can also be beneficial in providing support to these students.
Regarding the lack of respect for authority, Mr Lavender can promote a sense of ownership and responsibility in his students by involving them in the decision-making process. This can be done by discussing the rationale behind class rules and expectations and allowing students to contribute their ideas and suggestions. Giving students a sense of autonomy and responsibility can empower them and reduce the likelihood of rebellion or defiance.
In terms of the disengaged parents, Mr Lavender can make a concerted effort to reach out to them and establish a partnership between home and school. He can utilize various communication methods such as phone calls, emails, or parent-teacher conferences to keep parents informed about their child's progress and involve them in the learning process. Mr Lavender can also consider implementing strategies to increase parental involvement, such as hosting workshops or events that engage parents in their child's education.
In conclusion, by implementing the invitational model of classroom discipline, Mr Lavender can create a positive and inviting learning environment where conflicts are managed effectively. Building positive relationships, making learning relevant and engaging, fostering student input and autonomy, and promoting parental involvement are all important strategies that can contribute to a more positive and harmonious classroom atmosphere.