THE TEACHER’S VIEW OF SCHOOL AND THE STUDENT’S VIEW OF SCHOOL

1. THE TEACHER’S VIEW OF SCHOOLANDTHE STUDENT’S VIEW OF SCHOOL

2. TTHE TEACHER’S VIEW OF THE SCHOOLHE TEACHER’S VIEW OF THE SCHOOL • Teaching is a difficult profession • deal with the teaching process itself, as well as their relationship with other parties: STUDENT PRINCIPAL PARENT TEACHER

3. 1)The Teacher-Student Relationship • THE DESIRE FOR PRIMARY RELATIONSHIP…☻ • The largest single reason people give for entering teaching career • Want to work with the young: i)Surveys conducted by the National Education Association indicate that 62% of men and 67% of women enters teaching because they want to work with the young (National Education Association, Status of the American Public School Teacher) ii)It is the singe most important reason teachers give for staying in teaching (Eli Bower, Teachers Talk about Their Feelings)

4. In the beginning, teacher’s desire is to have primary relationship with their students: i) Address the “individual needs” of the student ii) Seek caring iii) Mutually supportive relationship iv) Together achieve mutually important goals

5. ONCE GETTING INTO THE ROLE… • School institutions is not suited for the primary relationships • A difficult and lonely process • Students may test the new teacher • The classroom situation encourages the traditional role of teacher and social distance.

6. SOCIALIZATION BY DEFAULT • Traditional teacher role: businesslike and autocratic manner • May not happen quickly and consciously • Started by imitating the manner and actions of the other teachers awkwardly, but eventually they become committed to their roles not by choice but by default

7. SOCIAL DISTANCE Definition: The situation where the teachers progressively distance themselves from the students. Not a universal phenomenon, but commonly happens.

8. WHY SOCIAL DISTANCE HAPPEN? 1)Protection from hurt • A shield against personal pain • When teachers might feel pain? • realize the limits of their ability to help the students. • aware they have to handed over the class at the end of the year

9. 2) Holding negative emotions in check • experiencing the pressures of teaching • physically and emotionally exhausted • teachers have the possibility to lose their temper • So, teachers make use of the social distance to monitoring their behavior and try to channel their emotion within the teacher’s role only

10. 3) Protection from accusation of favoritism • teachers could be accuse having favorite students if they see the teacher having a close relation with other students • social distance can makes favoritism easier to resist

11. HOW TEACHER MAINTAIN SOCIAL DISTANCE? 1)Teacher’s attire 2) Formalistic manner in dealing with students • students are required to address teachers formally • informality is seen as disrespectful and a potential challenge to teacher’s authority • a visual symbol of social distance • dress more formally than the students

12. 3) Stay in their role as a teacher • Never let the students see them outside of their role as a teacher • However, teachers may step out of the role: i) schools establish teachers room or lounge that is off limits to students ii) school organize role-release activity

13. Social Distance and Teacher Authority • Social distance is a method for maintaining teacher authority. • Have the power to control the privilege and punishment systems in the school • However, teacher’s power is always limited and lately, increasingly powerless

14. THE TEACHER- STUDENT RELATIONSHIP AND CLASSROOM AUDIENCE

15. Teacher – student relationship goes on before an audience of other students • Affect the content and tone of the exchange • The veteran teacher advice novice teacher to discuss a student’s misbehavior outside of class and away from other students

16. Compromise is the best way to handle student- teacher skirmishes and each can afford to see the problem as the other sees it • When confrontation is public, the antagonists often play to see the perceptions of onlooking group • Students who challenge a teacher’s authority may be rewarded by peers for his or her courage • The public nature of the student- teacher relationship makes personal communication difficult and increases social distance

17. We need not blame teachers or students for the narrow vision of the classroom world • It is important to understand what part the institutional situation plays in creating hostilities and social distance • Teachers who do not understand it will not be able to change them • The situation may well change teachers in way that leave them surprised, confused, and disappointed as the first-year teacher remarks;

18. The need for authority is built into the teacher role even in the best situation • Power often offensive to teacher • They desire primary relationship with students who want to learn what they have to teach THE USES OF POWER AND AUTHORITY • Violates their belief in what teaching should be • They been interested in wielding power, monitoring behavior, and punishing disobedience, they might have chosen another occupation- eg:police

19. -a teenager who is highly motivated to learn to play guitar and saves her money to pay for lessons. Despite her motivation, part of learning to play the instrument is difficult, unrewarding and just plain dull. Rather than learn how to read music she would prefer to go right to chord work. Rather than building finger dexterity and strength for bar chords, she would prefer to use simpler techniques. • Example: et, because she is motivated and trusts the advice of her teacher, she follows his instruction.

20. If we define power and authority as the ability to get people to do what they do not necessarily want to do then this music teacher clearly has power over his student. • Learning always begin with some degree of frustration • Teacher authority helps keep students on task and helps them resist the remptation to give up or to take some easy and unproductive way out of frustrating situation

23. Good teaching is difficult without establishing some degree of personal authority in the classroom • No formulafor establishing personal authority • However, some general principles can give guidance to the novice practitioner

24. Effective teachers-know their subject matter, communicate its value to their students, make the material intelligible, stretch their students’ abilities and reward real accomplishment • The best teachers –those who love their subject and truly respect their students • Bring their subject alive in the classroom and through the subject give life to students' power of understanding and creativity

25. (1)The structure of school significantly affects teacher behavior (2)Beliefs, disposition, and personalities interact with the institution in unique ways The teacher and the institution (3)Interaction of both institution and the individual (4)Organizational arrangements of the school encourage teachers to rely on position power

26. (1) Conservative value -faith that universe is governed by fixed laws & human behavior should be guided by truths -see education as unchanging wisdom (2) Conservative teacher -not ideological undertakers intent on burying human imagination or hope TEACHER BELIEFS (3) See themselves as caretakers who are dedicated to preserving human wisdom and strengthening the institution that productively channel human behavior • According to National Education Association Data: • 20% teacher considers themselves conservative and 45% say their beliefs tend to be consevative

27. Liberal teacher • -do not have faith in fixed truth • -but believe that human intelligence is capable of improving our understanding of how the world works (2)-See school as places where children can develop their powers of reason - trusts human nature and sees school as an instrument for liberating the reasoning and cooperative capacities of students TEACHER BELIEFS (3)According to National Education Association data: 7% of teacher identify themselves as liberal, and 27% say that their beliefs tend in the liberal direction

28. Loss of authority invites disruption Trade positional authority for personal authority at will CREATING PERSONAL AUTHORITY Share in generating the rules and in developing enforcement procedure Helps student internalize the rules of cooperative interaction

29. TEACHER INSULARITY • Enforced by physical barriers and social normsithin • Teacher’s report- take it easy. • Teachers do not see each other • - deprived of constructive evaluations of their own accomplishments and professional suppethods. • Teachers share same insecurity feel • - norms of noninterference are easily established in schools.

30. THE FUNCTIONS of ISOLATION • Enhance teacher solidarity by minimizing the opportunity for discord and competition. • -it prevent gaudy, self-serving, displays of superiority that carry with them the unspoken but clear message that other teachers are inferior • Security. • -feel vulnerable to the misbehavior of students, the opinions of colleagues,the evaluation of administration.

31. Careful to avoid confrontations with one another and to keep school relationship calm and free of friction. • -they are slow to criticize each other and when compelled to do so, they usually keep their comments passionless and subtle.

32. THE DYSFUNCTION of ISOLATION

33. Make it difficult for teachers to get help from one another when they need. • -teachers were reluctant to answer real requests for help, for fear that their suggestions or their intentions would be misconstrued as meddling • The desire to keep the peace not only affects what teachers says but it also influences the language they use. • - Teachers may hold widely dissimilar aims for education

34. OVERCOMING TEACHER ISOLATION • The quality of education must be improved • Teacher are given the time and opportunities to work together • Teacher work in settings designed to promote interaction, encourage to cooperate, given time to meet • Proposed changes in the structure and organization of schools will necessarily eradicate isolation

35. THE TEACHER-PARENTS RELATIONSHIP • Parents see their children differently from the ways in which teachers see them. • -Parent deal with the particular, unique characteristics of children. • Give same chance and opportunity. • -they are usually requesting that the special needs of the particular child be taken into consideration.

36. View about student’s performance in school. • -teacher: result of the teacher’s patient labor • -parent: child’s abilities are family-based and the result of good parenting. • Teacher’s complaints about a child disobedient- child’s home based. • -there is the unspoken message that the child’s problem is home based.

37. THE TEACHER-PRINCIPAL RELATIONSHIP • Teacher expect the principal to protect them from marauding parents. • Teacher cannot fully appreciate the position of parent. • Parent and teachers share control over the child. • Teachers and parents attempt to extend their influence into others’ domain.

38. PARENTS as POTENTIAL “TROUBLEMAKERS” • Some parents are outspoken, strong will, have eye for school problems • In privacy: teachers label the parent as “crackpots” • In public: teachers more circumspect –cause teachers a good deal of grief • Parents with power in community – potentially threatening.

39. DEALING with PARENTS • method for lessening conflict: conference • -officially schedule • -called as needed • - on special occasion- requested by teachers or parents

40. Principal’s job difficult • -must satisfy the conflicting interest of different groups. • Principal need the cooperation of teacher in order to do their jobs effectively. • -without the support of their faculty, principals are unable to administer district policies and are open to criticism. iii. Principal have a few other perquisite that can be dispensed to cooperative teachers • -they can support teacher authority in disputes with student. • -might be expected, given what we know about the student-teacher conflict

41. THE STUDENT’S VIEW OF the SCHOOL We attempt to put ourselves in the place of student We attempt to catch a glimpse of the world as they see it. We want to uncover what happen to students as they become socialize nto school life

42. i) COMFORMITY • What are the skills needed to be a model for students? • Mastery of the academic curriculum • Students must learn obedience, patience, self control and respect • Must learn to subordinate personal desire to a demand of teacher • Must please teacher without alienating the peer.

43. ii) REBELLION • Never experience school success • Mismatch between school demands and the student’s desire • They’re given the unspoken label failure iii) MAKING DO

44. 1. PRIVATE SPACE • Secondary adjustments often entail the use of institutional facilities for illicit purpose. • For instance, using school material for elaborating marble shoots in the desk. • Misuse the rest room. 2. SHORTCUTTING Seek shortcut to accomplish the assignment. Plagiarize papers.

45. 3. SECRET COMMUNICATON • Learn to act when they are alone. • Notes passed surreptitiously across the room. • Whispers concealed behind cupped hands. • Students used to communicate with one another.

46. 4. AVOIDING CENSURE THROUGH IMPRESSION MANAGEMENT • Give the sign of pretended attention. • Hide their mental leave -taking from official view. • Give the impression of knowledge where none exist and the semblance of understanding where confusion reign.

47. 5. FALSE ADVERTISING • Give short, noncommittal answer. • Make sure they are asked question they can answer. • Giving the appearance of thinking about the question while teacher look at his/her. • Try a bolder technique.

48. 6. TEMPERING VULNERABILITY • Students make themselves less vulnerable to the teacher’s will. • They attempt to neutralize teacher control. • Jointly force the teacher’s character into the void of insignificant.

49. 7. CURRYING FAVOR • Moving close to the source of power. • Using apple polishing technique. • Apple polishers feign sincerity in the hope of manipulating teacher behavior.

50. 8. THE ENSIGN PULVER MANEUVER • Art of invisibility • Sit at the back of room near the wall. • Avoid eye contact with teacher. • Do not do any attraction manner.