So, the problems of the students are to be discussed with the parents of the concerned students. While it is essential to gain respect from your student’s educators also must respect the students. The 2015 Report of Jamaica’s National Education Inspectorate (NEI) shows that students’ attainment in English and Mathematics was below the targets set by the Ministry of Education in 78% of the 953 schools inspected. An atmosphere of mutual respect means that students also treat each other properly. Montreal: In annual meeting of the American Educational Research Association. Unlike other philosophical principles that hold that there are absolutes, ethic of care asserts that there is no universal truth. In R. Gunnar & L. A. Sroufe (Eds. Both Valenzuela (1999) and Mendler (2001) agree that students want to be listened to and respected as human beings with wants, desires, fears, and emotions. The paper seeks further to examine the implications of the mode of teacher-student engagement for ethics of care and sustainable development. The study further found that as the number of disciplinary referrals increased so did the odds of poor academic performance, such that students with 2 to 4 referrals were 2.7 more likely to score below proficiency, while students with 5 or more disciplinary referrals were 4.6 more likely to underperform in math. Karanja and Bowen (2012), and Rausch and Skiba (2005) made similar findings based on analyses of students’ performance across a wide range of subjects and socio-economic contexts. The notion that caring is basic to humans suggests that in the absence of care, humans are likely to function at a level below, or outside of, their better selves. When students perceive that they are respected by their teachers there are positive consequences for the quality of teacher-student relationships (Zehm & Kotter, 1993; Thompson, 1998; Marzano, 2003). The study further found that the quality of child classroom engagement served to inform the quality of student–teacher relatedness and child achievement the following year. It is equally important when leading schools and relating to students. Notwithstanding the focus on the third dimension, however, the other elements of sustainable development are considered in the discourse. A stark picture was found in relation to students’ respect for principal, wherein 92% of females say they respect their principals compared to 68% of males. United Kingston: Routledge. is concerned about the feelings of … They have the … Being nice does not mean letting them get away with everything or that you have the right to walk all over them. Data used in this study were drawn from primary and secondary sources and were gathered in various years ending in 2017 with the latest set of data dated 2015. The variable of school type disclose major contrasts wherein a mere 35% of students at traditional schools express the view that their principals show interest in their concerns with 17% being unsure and 41% disagreeing or strongly disagreeing. (2005). Building an ethical school: A practical response to the moral crisis in schools. They do contend, however, that while the quality of the relationship between teachers and students will not by itself and in and of itself produce improved academic outcomes, students who have close, positive and supportive relationships with their teachers are more likely to attain higher levels of achievement than those students with more conflict in their relationships. Solely improving students' relationships with their teachers will not produce gains in achievement. In effect, therefore, a leader’s capacity to inspire others to share a vision depends not only on his or her capacity to communicate, but equally on his or her ability to listen (Covey, 2000). The result is a classroom where more learning takes place as students feel safe, motivated and, of course, respected. Ullman, in her experiment, allowed students to share aspects of their culture and history, which were not included in the curriculum but which gave students an opportunity to share their stories and thus be better understood by members of the class. This paper represents that further exploration. Creating a climate of respect: Promoting respectful schools. Educational Leadership. 69(1). Idu and Ojedapo (2011) noted that Rogers (2003) observed that if teachers ignore students’ problems and complaints whether academic or otherwise this prepares ground for indiscipline to the students. Those teachers that show respect towards their students and a keenness to help them through their difficulties become the object of respect themselves and trigger a drive among students to learn and make their teachers proud. The quality of such relationships has implications for both students’ discipline and academic performance. Violence in Jamaican schools and the implications for teacher education. creating frameworks for stakeholder participation in policy making and implementation. Classroom Scenario Analysis Classroom Scenario Analysis Mrs. Ross has her fourth grade... My Philosophy of Classroom Management Essay. This notion of being disrespected as a cause of violence (which is expressed in Jamaican parlance as ‘dissed’) was not limited to student to student, but also teacher to student. It may therefore be concluded based on the submissions of Hughes and Kwok (2007); Connell and Wellborn (1991); Eccles et al., (1998); and Rimm-Kaufman and Sandilos (2011), that for a relationship to be regarded mutually as positive and warm means that the parties to the relationship feel respected. The conclusion that may be drawn is that lack of, or weak relatedness between teachers and students will likely expose students to minimal engagement and under-achievement and this places students at risk of falling into indiscipline. In addition to the fact that almost two-thirds of the sample felt that expressions of concern led to feelings of respect, the study found the correlations outlined in Table 2. He is a co-founder of the Caribbean Leadership Re-Imagination Initiative. The result of this was that the confidence of students grew and thus their performance improved. If students wish to show a teacher the proper respect, they will follow directions, complete activities correctly and raise their hands if they have questions. SAGE. is honest and trustworthy in dealings with others. Mutual respect in the classroom encompasses more than the interaction between students and the teacher. According to the report, illegal substances were seized on 164 occasions. treats school property and the belongings of others with care and respect. The study found that the improved student-teacher and parent-teacher relationships were stronger among African American children and their parents, relative to Hispanic and Caucasian children and their parents. ~ Orgyen Chowang Rinpoche. Starratt, R. J. Pearson’s correlations were used, as opposed to Spearman’s, to assess the relationships given that continuous variables are thus are more effectively measured using Pearson’s. In general, the relationship between a student and a teacher is formal. It is perhaps noteworthy that there were no strong disagreements among girls. Research Question # 2 – Relationship between Students’ Assessment of Principals’ and Teachers’ Demonstration of Respect and Students’ Views on the Quality of the Schools Leadership and Learning Environment. The study found that 63.6% of the 151 respondents either agreed or strongly agreed that the expression of concern shown to them by their principals influences the respect they have for their principal. Boynton and Boynton (2005) contend that improving students’ relationships with teachers has important, positive and long-lasting implications for both students’ academic and social development. Competence autonomy and relatedness: A motivational analysis of self-system processes. (2009). Improving middle school students’ academic enjoyment, academic self-efficacy, and academic effort in mathematics: Teacher affective support effect. Paper presented at the annual meeting of the European Conference on Educational Research, Vienna, Austria. The main objective of the “Change from Within” project, which was started in 1992, was to enable schools overcome by violence to improve relationships, having come to understand cause and impact. The first most important thing is that teachers should be role models for their students. Pearson’sÂ. A second set of critical findings relate to students’ sense of the care that they receive as members of the community. The facilitation of involvement in decision-making, attention to others’ concerns (particularly when those others have less organizational power) and reaching out to vulnerable or at-risk members of the community are actions which are not only likely to result in improved cooperation and performance but increase the probability of sustainable development. Students’ progress was rated as unsatisfactory in 51% of schools, and teaching in support of students’ learning was unsatisfactory in 44% of schools. Is there a relationship between students’ assessment of their teachers’ and principals’ demonstration of respect their views on the quality of their schools’ leadership and learning environment? The capacity to relate to others in a non-violent manner has major implications for the survival, and therefore the sustainability, of communities. A 2015 Child Month report showed that between the academic years 2009–10 and 2012–13 there were 4,973 expulsions and some and tens of thousands of suspensions. In effect what the study showed was that the need for relatedness being greater among African Americans had a greater impact on their academic achievement. Two of the schools were located in rural Jamaica and the other two in the capital city, Kingston; two schools were unisex and two co-ed. discipline and education. These assertions are supported by the work of Knoell (2012) who conducted a study at two elementary schools, at opposite ends of the poverty spectrum, located in the Midwestern United States. He laments the prevalence of cases of teachers berating and disrespecting students and condemns this practice as being unacceptable. Retrieved from http://www.jamaicaobserver.com/news/School-violence-focus—-Education-ministry-to- implement-measures-starting-summer. Teachers can foster this environment by addressing inappropriate behavior calmly and/or in private, and acknowledging students feelings to try to … Duke, D. L. (1990). Although many believe nowadays students respect their teachers as they did in the past, I, on the other hand, believe students do not respect teacher as much as they did in the past. Ullman, J. L. (1997). Zehm, S. J., & Kotter, J. The element of respect is a critical requirement of caring teacher-student relationships as well as sustainable and productive student to student relationships (Down et al., 2006; Held, 2006; Burton & Dunn, 1996). The instrument met content validity measures evidenced by the strengths of the correlations that were found among several variables, as well as possessed strong internal consistency with a C-Alpha .938. Thus if respect has positive effects on teacher-student behavior then the absence of respect may be deemed to be a contributor to negative student-teacher relationships and negative attitudes of students towards school and school authorities, although the negative attitudes of students towards school and school authorities result from a variety of factors. Subscribe Teachers Quotes. The act of showing respect, and the expectations students have of it, inform the degree of respect that students have for their principals and teachers. it seeks to address an exceedingly important area of teacher-student relationships – one that has potentially major implications for the quality of teaching and learning; it offers new insights on the relationship between on an important element of teachers’ behavior (respect) and other critical variables that inform students’ relationship with their learning environment; it opens new perspectives on the question of the type and quality of leadership that students expect from their teachers and principals; it opens up a new dimension of a discourse on the issues of ethics and sustainable development. These factors were the quality of relationships (display of respect) that the principals sought to foster between themselves and teachers on the one hand, and fostering a culture of intolerance towards indiscipline at all levels. The Journal of Leadership Education is the outlet for scholarship for the. There are many reasons leaders listen to those they seek to lead. Five per cent said they were unsure. Noddings, N. (1984) Caring: A feminine approach to ethics and moral education. This assertion is applicable to all contexts in which people share common interests and destinies, and therefore applicable to the teaching and learning environment of schools. Students’ progress was rated as unsatisfactory in 51% of schools, and teaching in support of students’ learning was unsatisfactory in 44% of schools. In a compelling article entitled “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning” the authors argued that improving students’ relationships with teachers has important, positive and long-lasting implications for both students’ academic and social development. Two of the most important reasons are (a) to demonstrate respect for the views and perspectives of others, and (b) to ensure that the organization benefits from the wisdom and insights of others (Thompson, 2015). The best way to expect students to succeed is to promote success by modeling success otherwise teachers lose credibility before their students. Knoell found, among other things, that the things that students valued most included active listening, which is an act of showing respect. The sub-factors listed in Table 1 were among the sub-factors that comprised the variable respect. The researchers concluded that self-discipline was a predictor of students’ academic achievement. Between teacher and student, respect is based primarily on obedience (unilateral); among students, respect is based on reciprocity (mutual). 1017015–1095). displays good citizenship by assisting other students. Theoretical Review. There is strong evidence that the underlying piece that holds the relationship between student and teacher together is respect (Ullman, 1997; Cohen, Cardillo & Pickeral, 2011; Meador, 2016). Academic Papers on Information Technology, Mutual Respect between Teachers and Students, on Mutual Respect between Teachers and Students, Research Paper on the Importance of Diversity in Healthcare, Assignment on Differences Between Code of Ethics, Essay: The Consequences of Global Warming, Essay: Healthy Eating Requirements for Athletes. & N. Eisenberg (Vol. Agenda 21 is explicit in its affirmation that the nurturing of attitudes of tolerance and respect for other people’s cultures is an important pillar in sustainable development. Students’ expectations of what respect involves includes their being allowed to participate in some decision-making processes, attention being shown to their concerns, and care being extended to students who are underperforming. The best way to expect students to succeed is to promote success by modeling success otherwise teachers lose credibility before their students. (2009). In two schools the teachers arranged to have randomly chosen students complete the instruments during a designated period of a school day and at the other two schools the teachers gave the students the instruments and invited them to complete and return by the end of a school day. The quality of relationships between and among people who share common interests, spaces, destinies, and relationships, critical elements of the issue of sustainable development (Howarth, 2012). Gorard, S., & See, B. H. (2011). The most fundamental element of these relationships is the display of care, thus a caring relation is ethically basic to humans. The study found five strong positive correlations among five sets of variables that explored the perspectives of students in relation to their principals and three moderate strength correlations in relation to students’ perspectives on teachers as shown in Table 1. The related issue is whether in the absence of care, human behavior veers off its ideal or desired path and, in the case of students, towards indiscipline, that undermines performance. Thompson, C.S. In W. Damon (Series Ed.) Agenda 21 is explicit in its affirmation that the nurturing of attitudes of tolerance and respect for other people’s cultures is an important pillar in sustainable development. It is the teacher’s responsibility to be respectful towards their students. These studies have shown that poor student-teacher relationships are often characteristic of those students with problems in school. In effect teachers have greater influence over students who feel that they are respected by their teachers. In light of the foregoing the following recommendations are made for the consideration of policy makers, institutions that are involved in the training of principals and teachers, as well as practitioners and researchers. When the variable of location is examined it was found that 92% of students from urban areas say they respect their principals; this compares to 72% of students from rural areas that are of the same view. between a teacher and her students. The quality of teaching and learning has been identified by Leithwood et al. (2012). 43–77). According to Canter and Canter (1997), one of the likely consequences of negative relations between teachers and students is student indiscipline. Similarly, Thompson (1998) suggests that the most effective tool that a teacher possesses in his or her efforts to foster a favorable learning climate is a positive relationship with our students. The consequences of failing to deal effectively with the problems described above include, but are not limited to. Chicago: Chicago University Press. Give respect and take respect is a social policy… But in a student and teacher’s relation, it changes to “give affection & attention and take respect … Cohen et al., emphasize what respect means noting that it involves actually listening to students, showing regard for their feelings and taking steps to make them part of the school by engaging them in helping to solve some of the problems facing the school. The student view. British Educational Research Journal, 37(4), 671–690. insufficient numbers of adequately trained persons to assume leadership roles in society; high school graduates who are not capable of acquiring skills that are needed to improve living conditions in society; the risk that with less than marketable skills, students enter adulthood being overly dependent on the state for support and thus pose risks to the environment and efforts at sustainable development. Knoell, C. (2012). The role of the student-teacher relationship in the lives of fifth graders: A mixed methods analysis. Nebraska: University of Nebraska. Being honest and having integrity really impresses students and make them respect teachers. New York: The Wallace Foundation. Using the variable of location the study found that a mere 53% of students in rural areas believe that their principals show interest in their concerns. Cohen et al., (2011) argue that improving school climate means measuring the level of respect and then using that information to improve the quality of school life. This experience and others like it make one wary of potential students, because clear trends emerge between the way a student expresses and conducts themselves … The importance of respect, as part of the process of leadership, is not confined to the world of business and to adults. to ascertain students’ perspectives on the role of respect in their relationships with their teachers; to understand whether there is a relationship between students’ experience of being respected and their assessment of the quality of leadership and learning environments of their schools; to explore the relationship between students’ experience and display of respect and the issue of sustainable development. In addition of the foregoing correlations, the variable ‘respect’ accounted for 21.489% of the variation in the data. Dr. Canute Thompson is Lecturer in the School of Education, Mona Campus of The University of the West Indies. Duke (1990) and Rimm-Kaufman and Sandilos (2011) further suggest that effective school discipline strategies must seek to encourage responsible behaviour and to provide all students with a satisfying school experience as well as to discourage misconduct. It is equally critical that students see that you follow through when boundaries are … Simba, Agak, and Kabuka (2016) conducted a study at 34 randomly selected schools in Kenya and found supportive evidence similar to that of Duckworth and Seligman (2006), who conducted a study among selected Grade 8 students in the USA, and Zhao and Kuo (2015) who conducted a study among selected 10th grade students in China. York: State University of the process of leadership Education Rimm- Kaufman Sandilos... Regard for students who don ’ t like school, our first … a teacher and her students value. 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