Do teachers talk about their students' relationships?
Prof. Dr. Kurt Singer
With these central ideas I would like to encourage teachers to perceive their personal points of contact on the subject of the teacher-student relationship.
1. Teaching: a helping relationship - being a teacher: a helping profession
The helping teacher-student relationship is the basis of learning. It strengthens the child's will to learn and helps teachers achieve job satisfaction. The pedagogical relationship is an unequal one: the adult is superior, the child is dependent on him. The authority of the teacher personality is expressed in the fact that the teacher takes responsibility for the pupil, is factually informed, is competent in teaching, is relational as a person and is a moral example. The fundamental relationship that determines the teaching is not just “imparting knowledge”, but human contact in a socially pleasant learning environment.
2. Children need a word of justice - teachers as well - to be recognized personally
Through the “good word” young people learn to be accepted by the teacher; that strengthens their belief in themselves: their self-esteem. Teachers shouldn't just praise, they should recognize: look closely, the child detect - as whole Person. The affirmative word inspires, makes you confident and improves performance. The encouraging attitude has a positive effect on the teacher himself: he can be friendly; that is less strenuous than "being bad". Teachers also need approval: from students, parents, superiors, colleagues.
3. Pedagogical tact: treat each other with consideration - fear-free learning atmosphere
With tactful teacher behavior, children can be sure that they will never be exposed, laughed at, unexpectedly called up and questioned or sent to the blackboard. Students are not embarrassed, grades and mistakes are not made public; Corrections are made carefully so as not to devalue student work. Tactful teachers avoid pointing out weaknesses in young people, insulting them with irony or ridicule. Error-friendliness is not just a question of the pedagogical rhythm, but a didactic principle: learn from mistakes instead of judging the learners. Through the pedagogical tact of the teachers, the children also learn how to treat classmates and teachers respectfully.
4. Listening: “Being completely ears” as a relationship-creating force - taking yourself and your students seriously
Teachers tend to “talk well” to children, to teach them. They feel that they don't have time to listen to students in peace: to let them finish speaking, to be interested in what the child thinks and feels, what makes them afraid and happy, to take an interest in their worries and difficulties, in disappointment, hope and pride in achievement. Teachers who listen to the child will be better able to help them. The student feels that he is being taken seriously; this strengthens his ability to learn - and his willingness to listen to the teacher.
5. Ask yourself: As a teacher, am I satisfied with my educational relationship with students?
Change begins with self-awareness. How do I implement pedagogical tact? Are classes too exhausting for me? Do I leave school satisfied? Do I enjoy contact with young people? I look to the students relationship, or do I have to above all raising? In which situations can I “see” the individual child? How often do I give a word of justice to the class or certain students? How does the performance evaluation through grades influence my contact with children? Do students or classes frighten me? Do I get the impression that the children like me? Which of them do I like, which ones do I find difficult to accept? Do I get involved in conflict management or do I tend to suppress conflicts quickly? What would I like to improve in my teacher-student relationship?
6. Discover the slowness - learning, a growth process for students and teachers
To be mindful of children and oneself, it is important to take your time. The fact that teachers put themselves under time pressure - "After all, I have to get through my material" - leads to internal and external unrest, sometimes to a rushed classroom atmosphere. Hustle and bustle disturbs the teacher-student relationship and the lessons, the innocently slow are inflicted injustice. Learning is a growth process - and growth is slow. Also “grass doesn't grow faster if you pull on it”. A non-educational achievement principle makes one blind to the laws of learning growth, development and individuality. The "discovery of slowness" would be a kid-friendly achievement. It would also do teachers good.
7. Careless behavior hurts children psychologically and psychosomatically - including teachers
Young people complain less about the school itself than about individual teachers who make life and learning difficult for them. They frighten them, discipline them with the help of the grades. They read unsuccessful work without the students' consent, embarrassing children, calling them up even when it is clear that they don't know the answer, frightening students with unsuspecting rehearsals, making excessive demands on performance, not helping children when they are having difficulties. Fear, hurt and excessive demands can make you sick. Mental suffering turns into physical pain: stomach ache, tension headache, gastric mucosal inflammation, gnashing of teeth, wetting ... Even with teachers, psychological pressure from difficult students, strenuous classes and problematic working conditions can turn into emotional and physical symptoms. A negative school climate damages both students and teachers.
8. Disturbed pedagogical relationship disrupts learning - Remove the taboo “difficult teachers”
Impersonal teaching, excessive demands and degrading measures damage the children's desire to ask questions, interest, trust and self-confidence, and the children's desire to think and invent. Learners lose hope of success and are disappointed in their desire for a good relationship. Colleagues, parents and authorities should take the side of the children when they are emotionally hurt. "Difficult" teachers need to set limits; they need confrontation, help with self-reflection, guidance on teaching that is conducive to learning, commitment to further training and the challenge of correcting non-pedagogical behavior. The reputation of the teaching staff would benefit if the pedagogically committed colleagues distanced themselves from the abuse of power in "individual cases".
9. Teaching: helping pupils to learn - learning school instead of testing school, work school instead of speaking school
Teachers show the children the greatest respect in helping them learn on their own. That is their special task: to enable every student to learn successfully. Good teaching gives young people a sense of love from which they can see that the teacher is important to them. The successful performance strengthens their self-respect; in addition, learning together gives the feeling of belonging. Teachers should be masters of the teaching method. This has an effect on herself: “I teach good lessons, that motivates the students; they work attentively and increase their knowledge. I can look forward to the successes and be satisfied with myself. ”Pupils and teachers do not have these experiences when the school is deformed into a testing school, in which children are continuously queried, questioned, tested and examined, as in a paradoxical one Response to PISA is now being reinforced.
10. Allow self-reflection: Are my lessons the way I want them to be?
Do I understand lessons as a "helping relationship"? How often do I look forward to the next day of school? Can I succeed in teaching in a way that stimulates interest? Can I be happy if students have learned something through my lessons? Am I only a teaching teacher or also a learner? I support human attitudes by teaching instead just To impart knowledge? Do I sometimes have to exercise power and try very hard, or do I teach in relaxed work contact with the class? How do I help the children learn? Do I tend to judge myself when I do not succeed - or do I have the courage to change something?
11. Discouragement of students through non-educational decrees - no progress without disobedience
Some school structures disrupt the pedagogical relationship:
The censorship mischief prescribes to discourage even small children: it is the organized humiliation of the weak.
When it comes to curriculum constraints, the “material” that “needs to be covered” counts more than the person. The interests of the learners are not taken into account; there is a prescribed boredom.
The ruthless social selection - even among small children - stirs up rivalry instead of all children individually be promoted.
The competitive performance principle puts children and teachers under pressure instead of an educational understanding of performance: this gives students their right to personal development and enables all students to do so achievable Power.
The dictatorship of extemporalities, schoolwork, oral grades, tests disrupts learning instead of one educational Performance measurement; it shows the individual learning progress and lets the students experience: "I can do that now."
The result is the pathology of normality, as expressed in the scientifically untenable "normal distribution" of grades according to the Gaussian bell curve; according to which there must be "bad" ones.
Without the social disobedience of enlightened teachers, there can be no educational progress. You stand up for pedagogical reason and humanity.
12. Mitigate fear, encourage courage through testing based on learning psychology
Excessive fear makes you stupid, sick, unfocused, adaptable and silent. Fear is reduced by testing based on learning psychology: the students know exactlyWhat “comes up” contribute to the creation of the questions, get enough time and help to prepare, practice the exam in preliminary experiments, learn methods of intellectual work, are allowed to use aids. You will receive the work back quickly and tactfully, will be informed in detail about success and failure, and will be advised on further learning. In terms of learning psychology, it would make sense to repeat failed exams instead of letting children sit on their failure.
13. Acquaintance is the enemy of enmity - relationship with students in a variety of situations
Contacts alleviate strangeness and fears of each other in teachers and students: in the quarter of an hour before the start of lessons, after the lessons, during lessons, during breaks, in the school camp, in teacher-parent-student conversations, on hikes, during projects ... in student consultation hours Children can talk to the teacher about things that they have no other opportunity to do: learning problems or personal concerns. Teachers who “learn something”, “talk to”, “take the students seriously”, “treat the children properly” and ensure “good order and work discipline” are highly valued by young people.
14. Subject "Living together": group discussion, criticism, contract - How can we learn well?
Teachers should talk to students about their satisfaction with learning, their own joy or discomfort with the class. This enables both to do something for a satisfactory learning situation to do.
Questions: Do I go home knowing: “Today I learned something new”? Are we looking forward to the next day of school? Do we work well together? Do we meet in a friendly manner? Do we find the lessons interesting? Do I make it easier for teachers to teach? - Pupils are "experts" in questions of teaching. Teachers can learn from them for the classroom. The discussions about this should lead to a working alliance for a positive school climate.
15. Working on teacher-student conflicts together - learning how to deal with conflict, acting non-violently
Teachers can have conflict-handling experiences like these:
Get out of the power struggle instead of having to be the stronger.
Let yourself be understood with your own thinking and feeling.
Listening to one another, letting the other speak out, paying attention to them.
Do not answer violence with counter-violence; Resist the rule of retaliation: the blow is not followed by a counter-blow. Punch skill often interferes with nonviolent conflict resolution.
Strive for understanding and stay in contact with the student. If there are winners and losers after a conflict, communication has failed.
Correcting enemy images in the teacher-student relationship, building up images of friends.
Giving children support in conflict situations: showing boundaries, providing guidance.
Making conflict resolution a subject of learning: uncovering the causes and practicing ways of non-violent confrontation: learning to argue and discuss, mediation.
Practice good habits, they prevent conflicts and make life easier.
16. Sympathy, the core of the educational working alliance - socially pleasant learning environment
In the pedagogical alliance, teachers and students agree on rules. The agreements should be based on the principle of sympathy instead of the principle of power: being able to think and empathize with others, compassion and sympathy, consent based on sympathetic understanding. With the sympathy impulse we take part in children in the literal sense of sharing joy and suffering, strength and weakness, give and take. Conversely, we enable the students to think about us as teachers: We let our thoughts and feelings recognize us, also as a person. The question of power gives way to the question of satisfactory coexistence.
17. Get help as a teacher: Teaching competence - collegial cooperation
Teachers often have a hard time: with difficult children, dissatisfied parents, superiors who claim to be power, non-pedagogical regulations - and with themselves. Often they also make it difficult for themselves. For example, they could get more support when they step out of isolation: through collegial group contacts, pedagogical conferences, individual and group supervision, collegial advice, openness in dealing with problem cases, cooperation within the staff, independence in relation to the school authorities supporting literature. Listening to one another instead of talking to one another, communicating, instead of engaging in power struggles over persuasions, improves contacts within the staff; this has a helpful effect on school life.
18. Pedagogical action according to PISA: "Strengthen people, clarify things"
What conclusions does the PISA study suggest with regard to the pedagogical relationship?
The class differentiate according to the individual performance of the students
Guide the children to think independentlyTo process information independently
Enable self-activity: learning through Act, Workingschool instead of speaking school
The Help the weakerinstead of weakening them in their self with bad grades
Help in schoolinstead of extracurricular tutoring
After the lesson Tilt and differentiate personal interests
The individual work posture of the individual child
The Motivation to learn support, strive for joy in learning as a teaching goal
The course content at the today's learning needs orientate young people
19. Enable students to be successful - differentiated teaching, individual performance options
PISA is reminiscent of reform pedagogical demands that have been made for a hundred years, but are only implemented in special schools. The PISA test at reform schools, for example at the Bielefeld laboratory school, shows that a humane school not only improves the learning climate, but also increases performance. In this "house of learning"
is there no number notesbut detailed helpful recommendations
no sitting down, but a “being caught and held”, individual help
individualizing lessons, Children learn at their own personal level
no 45-minute intervalsbut holistic learning
Working together, instead of competing, partner or small group work, circle discussion
No early selection: Learning together up to the 10th grade
Learning in mixed-age groups, the class group can be dissolved
In-depth learning lifelike learning content, interest-based teaching
Lesson is Learning school, instead of testing and speaking school; Students learn to learn
The school is called Space of experience Roger that
Lessons don't have to be "fun", they have to be Bring success: "I can do this now"
20. Commitment to pedagogical ethics - “Teacher's oath”: responsibility for learning
The founder of the Bielefeld laboratory school, Hartmut von Hentig, suggests: Just like doctors take the Hippocratic oath, teachers should also take an oath: a self-commitment in which they promise to respect every child's peculiarities, to stand up for their physical and mental integrity to pay attention to his emotions, to listen to him, to take it seriously. They undertake to teach students the art of communication and understanding, to prepare them to take responsibility for the community. Teachers set an example of how to cope with difficulties, how to face criticism from students and experts, and how to oppose all conditions - including service regulations - which prevent humane resolutions. - Such an oath would give committed teachers direction and support in their educational activities that are filled with values. For children, he guaranteed a friendly learning environment.
21. Basic question of the teacher in the pedagogical relationship: Who am I and how do I want to be?
Teachers should reflect on the personal question: As a teacher, am I the way I want to be? As a person, can I maintain my self-image as a teacher, or do I have to play a role that is not suited to me? How can I strengthen my pedagogical commitment and my job satisfaction? Is the gap between my educational ideal and school reality too big - how can I make the gap more bearable? How do I give this beautiful, exhausting job personal meaning? How do I keep the joy of being a teacher?
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