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become withdrawn and suffers from insomnia.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
Proximity between teachers and students is an important aspect of developing positive teacher-student relationships. In order to navigate this proximal factor and achieve professional closeness while maintaining professional distance, Mr Lavender can consider the following suggestions:
1. Establish trust: Building trust with students is vital for creating a positive relationship. Mr Lavender can achieve this by being consistent in his words and actions, being a good listener, and showing empathy towards his students' needs and concerns (Frelin & Grannas, 2014).
2. Demonstrate care and concern: Show genuine care and concern for students' well-being by regularly checking in with them, asking about their interests and goals, and providing support when needed. This can help Mr Lavender create a sense of closeness with his students (Frelin & Grannas, 2014).
3. Create a positive classroom environment: Foster a positive classroom atmosphere by using positive reinforcement, providing opportunities for student participation, and promoting collaboration among students. This can help Mr Lavender create a supportive and inclusive learning environment, contributing to a good teacher-student relationship (Frelin & Grannas, 2014).
4. Use effective communication strategies: Mr Lavender can improve his communication with students by using clear and concise language, active listening techniques, and non-verbal cues such as maintaining eye contact. Open and honest communication can help build closeness while maintaining professional boundaries (Frelin & Grannas, 2014).
5. Set clear expectations and boundaries: Establishing clear expectations and boundaries is crucial for maintaining professional distance. Mr Lavender should clearly communicate his expectations regarding behavior, academic performance, and respect for others. Consistently enforcing these boundaries will create a respectful and disciplined classroom environment (Frelin & Grannas, 2014).
6. Seek professional development: Mr Lavender can enhance his teaching skills and acquire new strategies for managing difficult situations by participating in professional development workshops or seeking guidance from experienced colleagues. This continuous learning can strengthen his ability to navigate the complexities of the teacher-student relationship (Frelin & Grannas, 2014).
In conclusion, Mr Lavender can maintain professional closeness with his students while establishing the necessary boundaries by building trust, demonstrating care, creating a positive classroom environment, using effective communication strategies, setting clear expectations, and seeking professional development. By implementing these suggestions, he can navigate the proximal factor of closeness and develop positive teacher-student relationships.