Purkey, W. & Strahan, D. 2002. Inviting positive classroom discipline. Ohio: NEA Publishers.

Question

Chapters 4 and 6
Zandvliet, D., Den Brok, P., Mainhard, T. & Van Tarwijk, J. eds. 2014. Interpersonal
relationships in education: From theory to practice. Rotterdam: Springer. Chapter 5
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become withdrawn and suffers from insomnia.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:
3.1 Suggest ways in which he can manage the mentioned conflicts positively. In your discussion
refer to the classroom discipline strategies suggested by the invitational model. Support
your discussion with in-text references. ( Max 350 words)
(10)
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)
(

Answer 1

3.1 Positive Conflict Management Strategies

To manage the conflicts mentioned in the case study positively, Mr. Lavender can adopt classroom discipline strategies from the invitational model proposed by Purkey and Strahan (2002). This model emphasizes creating a welcoming and engaging learning environment that invites students to participate fully. Mr. Lavender's approach could include the following strategies:

1. Building Relationships: Establishing a rapport with students is key. Mr. Lavender can take the time to understand the interests and motivations of his learners. By integrating their interests, such as sports and social interactions, into the curriculum, he can make the learning experience more relevant to them and foster engagement (Purkey & Strahan, 2002).

2. Setting Clear Expectations: Consistently communicating clear expectations for behavior and academic performance creates a structured environment. Mr. Lavender should involve students in developing class rules, giving them a sense of ownership in their learning environment, which can improve respect for authority (Purkey & Strahan, 2002).

3. Inviting Collaboration and Dialogue: Instead of viewing students' questions and challenges to his authority as confrontational, Mr. Lavender can invite open discussions. He should encourage students to express their opinions and explain the rationale behind classroom rules, fostering a culture of mutual respect (Zandvliet et al., 2014).

4. Fostering a Supportive Environment: Mr. Lavender can create an environment where mistakes are viewed as learning opportunities rather than failures. This approach helps alleviate the pressure on students who may feel anxiety related to their academic performance (Purkey & Strahan, 2002).

5. Engaging Parents: To address the lack of parental involvement, Mr. Lavender could organize informal gatherings to inform parents about classroom expectations and the importance of their involvement. Offering varied communication methods (e.g., texts, emails, phone calls) can also encourage more engagement (Zandvliet et al., 2014).

By implementing these strategies, Mr. Lavender can transform conflicts into opportunities for positive engagement, ultimately enhancing his classroom discipline and relationships with students.

3.2 Importance of Closeness in Teacher–Student Relationships

Closeness in teacher-student relationships is crucial for fostering a positive, engaging classroom atmosphere. Frelin and Grannas (in Zandvliet et al., 2014) emphasize that strong interpersonal relationships contribute significantly to better student behavior and engagement. Mr. Lavender can navigate this proximal factor by employing the following strategies to attain professional closeness while maintaining professional distance:

1. Emotional Availability: Mr. Lavender should be approachable and available to students, cultivating an atmosphere of trust and openness. By actively listening to their concerns and showing empathy, he can create a sense of closeness (Zandvliet et al., 2014). However, he must be careful to maintain professional boundaries, avoiding sharing overly personal information that could undermine his authority.

2. Structured Interactions: Mr. Lavender could designate regular one-on-one check-ins with students to discuss their academic progress and personal challenges. This allows him to foster closeness through individualized support while maintaining a formal teacher-student relationship (Frelin & Grannas, 2014).

3. Respect for Individuality: Acknowledging students’ unique backgrounds and experiences demonstrates respect and appreciation for their individuality, which strengthens the teacher-student bond. Mr. Lavender can create assignments that allow students to express their identities while keeping expectations clear to maintain a professional standard (Zandvliet et al., 2014).

4. Modeling Professional Behavior: Mr. Lavender should consistently model professional behavior, demonstrating respect, responsibility, and fairness. By doing so, he sets a standard for students, showing them the importance of maintaining professional boundaries while being supportive (Zandvliet et al., 2014).

In summary, by fostering closeness through genuine emotional connections while adhering to professional standards, Mr. Lavender can enhance his relationships with students, creating a more conducive learning environment.