Connecting with Students

Are you aware of any preconceived ideas you have of set behaviours that types of students or groups have? What are they?

I would assume that students from different cultural groups including Indigenous Australians and students from low socioeconomic households may face greater challenges in the education system. Tim McDonald (2014, p. 42) states that most schools follow the values and patterns of middle-class white European cultures. Therefore, I believe that students from different cultural groups may need greater accommodation and support within the classroom environment to promote belonging. Some students from the above groups may find it hard to stay focused if the teaching practice is not inclusive.

How do you think these beliefs or assumptions will affect your teaching? How will you know if they have an influence?

The Australian Institute for Teaching and School Leadership [AISTL](2014) promotes responsive classroom practice that accommodates the needs of students from diverse cultural and socioeconomic backgrounds. My beliefs may help me to establish a more equitable learning environment. I would hope that I could tailor the learning experiences to be sensitive, diverse and engaging for all young learners. I aim to be able to incorporate classroom practice and behaviour management strategies that cater to the vast needs of all students. The way I respond as an educator is when I will be able to determine the influence of my preconceptions.

Consider Curwin and Mendler’s belief that ‘All students are equally important, even the most difficult’.To what extent does this accord with your thinking about students who challenge your authority?

As a pre-service teacher my personal perspective on students who challenge my authority align with the key principles outlined in Curwin & Mendler's 'Discipline with Dignity for Challenging Youth' (1999), as cited by McDonald (2014). All students are equally important. I feel that the most challenging children possibly need more support, care and empathy, as they may challenge the status-quo as a means to be noticed or heard. John Seita (2014) also raises a valuable point that children that are the most vulnerable because of maltreatment also are the ones that often demonstrate behaviours that further isolate them from caring adults. Seita (2014) comments that a child's efforts to push the boundaries with an adult, or to further isolate themselves from the adult is actually a means to avoid rejection. Resistance to a teacher can certainly be interpreted as a protection strategy the child may employ. I should not take this personally, but rather show empathy to all students, and especially to the students who I may find to be the most challenging. As the anonymous quote states within Savic's (2013) blog post, "Sometimes those who challenge you most teach you best."

References

Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers: Professional knowledge. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list McDonald, T. (2014). Classroom management: Engaging students in learning (2nd ed.). South Melbourne, VIC: Oxford University Press. (Original work published 2010) Savic. A. (2013, May 13). Inspirational Quotes: Motivational quotes with images.[Web log post]. Retrieved from http://inspirationalquotesb.blogspot.com.au/2013/05/success-quotes.html Seita, J. (2014). Reclaiming disconnected kids. Reclaiming Children and Youth, 23(1), 28-32. Retrieved from http://search.proquest.com/docview/1614162344?accountid=10344