Sources:

Question

Purkey, W. & Strahan, D. 2002. Inviting positive classroom discipline. Ohio: NEA Publishers. 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 In his quest to find a solution, he has become withdrawn and suffers from insomnia.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 Managing Conflicts Positively

To effectively manage the conflicts mentioned in Mr. Lavender's classroom, he can utilize strategies from the invitational model proposed by Purkey and Strahan (2002). This model emphasizes the importance of creating a welcoming and inclusive environment that invites positive behavior from students.

Firstly, Mr. Lavender should establish clear expectations for classroom behavior through an inclusive approach. Instead of merely imposing rules, he could involve students in developing the classroom guidelines, thus fostering a sense of ownership and responsibility (Purkey & Strahan, 2002). This may address the lack of respect for authority and the challenge of maintaining discipline in his classroom, as students are more likely to adhere to rules they helped create.

Secondly, he could implement a strategy of positive reinforcement. Recognizing and celebrating even small achievements by students can motivate them to engage more positively with their studies (Purkey & Strahan, 2002). For instance, acknowledging students who excel academically or exhibit respectful behavior can establish a model for their peers, countering disruptive influences.

Furthermore, Mr. Lavender should focus on building genuine relationships with his students through consistent communication and trust-building. He can make time for one-on-one interactions to understand their interests and challenges, which may address the disinterest some boys show towards schoolwork. By demonstrating care and investment in their personal growth, he can help shift their focus from external distractions to their educational futures (Zandvliet et al., 2014).

Lastly, he could create opportunities for collaborative learning, where students work together in groups. This approach promotes a sense of community in the classroom, reduces disorderly behavior, and can lead to improved academic engagement (Purkey & Strahan, 2002). By working collaboratively, students may develop respect for their peers and the learning process, thus mitigating some of the conflicts faced.

3.2 Importance of Closeness and Maintaining Professional Distance

The concept of 'closeness' in teacher-student relationships is pivotal for fostering an engaging learning environment. It encompasses emotional support, availability, and a genuine interest in students' lives (Zandvliet et al., 2014). For Mr. Lavender, achieving professional closeness while preserving appropriate boundaries is essential for effective classroom management.

To navigate this proximal factor, Mr. Lavender should actively engage with students through facilitated discussions and check-ins about their academic and personal interests, while remaining observant of boundaries. This can be achieved by showing empathy and providing a supportive atmosphere without overstepping into personal realms that may compromise professionalism (Zandvliet et al., 2014).

Additionally, Mr. Lavender can create structured opportunities for student input during lessons, allowing them to voice their thoughts and feel valued. This helps develop rapport and trust, fostering a positive emotional climate in the classroom while ensuring that roles of educator and student are distinct. Activities such as class discussions, feedback sessions, and informal mentoring can help him connect with students meaningfully without compromising professional distance.

Moreover, Mr. Lavender should engage in self-reflection regarding his interactions with students. This reflection will help him recognize when relationships may become too casual or imbalanced, allowing him to recalibrate to maintain necessary boundaries (Zandvliet et al., 2014). In this way, he can nurture a supportive environment while safeguarding his role as an authoritative figure, essential in promoting productivity and respect in the classroom.