This chapter stresses the need for teachers to learn to use discernment ("a slow and patient process of 'reading' another's actions and meanings") to be able to respond appropriately to students. A teacher's response to a student has the power to motivate or discourage; build and strengthen a child's identity or undermine it. "...An indifferent or hostile reaction is always a reaction that impoverishes and decomposes its object... Only love is capable of being aestetically productive" (pg. 150). Therefore, we need to not only be careful what we say to children, but also have to be aware of the tone of our voice, our facial expressions, and any other body language that children might perceive as hostile. I have to admit, controlling "what" I say to children is a lot easier than controlling my facial expressions because my face usually shows whatever emotion I am feeling in response to a student's action or behavior, especially when the action or behavior is negative. On the other hand, I don't think the text means for teachers to wear artificial smiles on their faces all day long either. We just need to be more aware of how our responses affect children and learn to control our responses in ways that will benefit them. This is something I definitely have to work on.
This chapter also seemed to advocate that a teacher's response to a student influences how the student responds to the teacher. "I seek and find myself in another's emotional excited voice; I embody myself in the voice of the other who sings of me; I find in that voice an authoritative approach to my own inner emotion or excitement; I sing of myself through the lips of a possible loving soul" (pg. 148). In other words, our responses to children can influence how they feel about themselves as students and individuals, and can define their identity in the classroom. Could a wrong response to a child's action or behavior can cause him/her to develop a negative classroom identity such as a student known as a troublemaker or a student who avoids doing his/her work? On the other hand, could the right response to a child's action or behavior really motivate and encourage him/her to try to please the teacher and do his/her best work?
I plan find out the answer to these questions during the next school year by monitoring my responses to students and students' responses to me. Hopefully, I will learn to read my students and develop the discernment that is required to respond to them in ways that will motivate and inspire them to "reach for the best" (our school motto).
Vickie Howell
Comments (9)
Vickie,
I like your school motto “reach for your best”. I guess each and everyday if we all follow your schools motto we may have a greater impact on our students lives. When I taught high school I heard students say that their teacher made them mad so they were not going to do their homework. It always surprised me how even older students take their teachers reactions so personally. I always reminded them that not doing their homework was hurting not their teacher it was hurting them.
Further in your post you talk about the teacher parent and student parent relationships. I wonder what would happen if the school had a potluck summer picnic and invited each grade or each class to participate. I don’t know what the answer is, but it seems like the missing link is the family and creating a mutual understanding for the parents, student, and teacher. I know when I taught high school I had dinner a couple of times at my students’ homes. One of the students acted uninterested in the fact that his mother invited me until I showed up at the door. When I entered the house he acted pleased to see me. He told me that he did not think I would come. Spending a little time outside of class with my students and going to their athletic events seemed to make a difference in what transpired in the classroom.
Posted by Laura Wollpert | June 21, 2007 4:01 PM
Posted on June 21, 2007 16:01
Vickie:
I too have difficulty not letting my emotions show on my face and in my body language. I realize there are times when my voice or actions may not be what I intended toward a student but I also feel that there are times when they need to see our disappointment in order to maintain our expectations, but only afer we have built that relationship. It is a fine line that we walk each day between motivating our students and destroying their self esteem. I agree that we must work harder to discern the meaning of their words and actions while fine tuning our response. You have set a great goal that we should all work toward.
Posted by Sara Joyce | June 21, 2007 6:05 PM
Posted on June 21, 2007 18:05
Vickie-
I agreed with your first paragraph when you mentioned the power a teacher has over a student. I believe that children look to adults to see how to respond. We can make them or break them. We may be the only positive role model in some of our students ever encounter.
I also made a connection with your last paragraph. You mentioned how you were going to pay special attention to your own responses to your students. I plan on doing the same thing; I hope to be more aware of myself and of my students.
Posted by Lisa Outland | June 21, 2007 9:00 PM
Posted on June 21, 2007 21:00
Vickie,
You are so right. We as teachers have to be so aware of how we respond or react to our children. It is so hard to always be positive or constructive. We are only human, but it is so important. My middle schoolers can so read me..I wear my emotions on my sleeve. After reading this book, I thought back to everytime this year I was frustrated or let out at sigh, ect. I am really going to strive to do better with this. We hold so much power as a teacher, it is scary and exciting at the same time. I think how school and home plays such a role in developing a students self concept. We must support and embrace our students and their famillies.
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