Teaching to improve

How issues of identity affect learners self-esteemand how we as teachers can help learners

If students are demonstrating self-defeating behaviors, such as quitting, or not trying, or acting like the class clown or class bully, we must recognize these are ineffective coping strategies that often mask feelings of vulnerability, low self-esteem, and hopelessness. Rather than impose punitive consequences, we must ask how to minimize the despair these youngsters experience each and every day. - Robert Brooks

Teaching to improve

Introduction

● I will begin by using four fictional stories about learners to highlight different identities in learners.

● Following that I will explain how I as a teacher could help each of those learners reach their true potential.

● Then I will rewrite each of the fictional stories to show how the story could be changed.

Case 1: Jackie

● Jackie is a shy, quiet learner who hates sports. She is often made to feel worthless at home. Her father wanted only boys and Jackie has four brothers.

● Jackie is at a sports school. Her teachers have no interest in teaching girls and wish that they could just leave girls in the kitchen where the teachers think they belong.

● Jackie finally ends up pregnant at age 16, a high school dropout with no prospects for her future. She marries the child's father and spends her days doing menial chores and looking after her husband.

Photo by taylorsevens on Flickr

Case 2: Mphilonhle

● Mphilonhle is a boisterous, noisy child. He likes nothing better than to play pranks on his classmates and teachers. He often disrupts lessons.

● Mphilonhle's teachers have concluded that he is a typical boy and have ceased to discipline him anymore. They allow him to run riot in class.

● Mphilonhle drops out of school at age 14 to join a gang and run with the big boys. He is arrested multiple times and eventually killed in a shootout.

Photo by stevendepolo on Flickr

Case 3: Divia

● Divia comes from a very traditional Hindu family. Her parents have arranged for her to marry a prominent businessman's son when she turns 18.

● Divia attends a very strict Catholic school since her parents believe that is the only school that will provide the right discipline for her. None of her classmates understand her.

● Divia's teachers ignore her and her classmates tease her. Divia commits suicide at age 16 from the constant teasing and peer pressure.

Photo by patrick_doheny on Flickr

Case 4: James

● James' father is a foreign diplomat who is currently assigned to Iraq. James' father wants his son to understand other cultures so he does not send James to the international school.

● James struggles to understand his classmates culture. His teachers often do not use English in class.

● James meets a beautiful woman in the market place and tries to save her. He drops out of school to join the rebellion fighting for freedom. He is killed in the fighting.

Photo by USAG-Humphreys on Flickr

What can we learn

● Four different stories. Four different tragedies. And four chances for teachers to have helped rewrite the ending.

● In each case misunderstanding of a person's identity led to a decline in self-esteem and self worth which eventually led to four sad outcomes.

● So what could I as a teacher have done in each case to help the stories turn out differently?

Questions every teacher should ask

● Who are my learners?● What backgrounds do they come from?● Are there any that come from a very different

background?● Do I have gender biases or racial or cultural

biases that affect my teaching?● Who do I actually teach in the classroom? Who

do I ignore?● What language do I use? How do I explain

things?

Who are the learners?

● Knowing who the learners are that you are teaching starts the journey to knowing what cultures and social norms apply in the classroom.

● Knowing where the learners come from, how they got to to this school and why they are here helps a teacher to approach each learner in the best way for that learner.

Who am I as a teacher?

● Knowing your biases and cultural background as a teacher helps you be more aware of which groups of learners you might ignore.

● This then leads into who you actually teach in the class. Jackie's teachers taught only the kids who showed an interest in sports, Divia's teachers taught only the good Catholic kids, Mphilonhle's teachers decided boys were unable to be disciplined and James' teachers ignored his culture entirely.

Language and communication

● Knowing the language of the class and the language you use makes a big difference. In South Africa we have many languages but often teach in English. This affects learners in many different ways.

● We as teachers need to ask if we often use language that only some will understand. We need to be constantly finding different ways to phrase things so that every learner has a chance to understand.

Facing the big issues

● As teachers we have a role to play in helping learners to understand the world they live in.

● In South Africa racial issues are huge. Many learners question this. I myself have a tendency towards being racist which I constantly strive to overcome. As teachers in the classroom how we treat every learner makes a huge difference.

● In South Africa we as teachers need to acknowledge the events of the past but teach learners to move on beyond them.

Facing the big issues

● Teachers need to question their own beliefs and decide what they will not tolerate in their classrooms. They also need to ask their learners what really bugs them about their classmates. Then as a class a code of conduct can be agreed upon.

● Following on from that, anyone (even the teacher) who steps over the line can be called out on the issue by anyone.

Rewriting the story: Jackie

● Jackie is a shy, quiet learner who hates sports. She is often made to feel worthless at home. Her father wanted only boys and Jackie has four brothers.

● Jackie is at a sports school. She mostly feels left out and wishes she was a boy. Until one day, one of her teachers discovers that she is really good at running and loves running. Jackie can run like the wind.

● This teacher befriends Jackie and encourages her to join the athletics team. Jackie finally finds acceptance and encouragement from her teammates. She goes on to compete in the Olympics for her country.

Rewriting the story: Mphilonhle

● Mphilonhle is a boisterous, noisy child. He likes nothing better than to play pranks on his classmates and teachers. He often disrupts lessons.

● Mphilonhle is mostly undisciplined at school. Until one day the science teacher finds a way to channel Mphilonhle's energy into science and inventing things.

● Mphilonhle goes on to become a great inventor and studies science. He makes many devices that help make people's lives easier.

Rewriting the story: Divia

● Divia comes from a very traditional Hindu family. Her parents have arranged for her to marry a prominent businessman's son when she turns 18.

● Divia attends a very strict Catholic school since her parents believe that is the only school that will provide the right discipline for her. One day a brave teacher decides to teach the children about different religions.

● After much debate Divia's classmates realise that she is not much different from them after all. Divia goes on to become a great leader teaching others about acceptance of all.

Rewriting the story: James

● James' father is a foreign diplomat who is currently assigned to Iraq. James' father wants his son to understand other cultures so he does not send James to the international school.

● James struggles to understand his classmates culture. His teachers often do not use English in class. Until one day his Arabic teacher realises that James' has never learnt Arabic.

● James begins to learn Arabic and from there to excel in class. His Arabic teacher teaches him the customs of the land. James goes on to become a world leader and helps bring peace to many lands.

How did these four teachers do it?

● Jackie's teacher found something Jackie was passionate about and encouraged her to go for it. Jackie's teacher never told her she could not become a great runner for any reason but supported her.

● Mphilonhle's teacher found what sparked his interest. This teacher found what would unlock Mphilonhle's world and open doors. Then the teacher found ways to make that happen.

How did these four teachers do it?

● Divia's teacher realised that her culture was far different from the others and found a way to address that in a non-threatening way. This teacher found a way to help the kids understand Divia.

● James' teacher realised that James was struggling with the language and with culture shock. James' teacher found ways to help James catch up with his classmates and to understand them.

How did these four teachers do it?

● Jackie's teacher found something Jackie was passionate about and encouraged her to go for it. Jackie's teacher never told her she could not become a great runner for any reason but supported her.

● Mphilonhle's teacher found what sparked his interest. This teacher found what would unlock Mphilonhle's world and open doors. Then the teacher found ways to make that happen.

How did these four teachers do it?

● Jackie's teacher found something Jackie was passionate about and encouraged her to go for it. Jackie's teacher never told her she could not become a great runner for any reason but supported her.

● Mphilonhle's teacher found what sparked his interest. This teacher found what would unlock Mphilonhle's world and open doors. Then the teacher found ways to make that happen.

Summary

● Good teachers:● create a positive atmosphere for learning● understand their own weaknesses● understand their learners● let their learners take charge● guide their learners on a journey to becoming adults● find ways to cross cultural and gender divides within

the classroom● see mistakes as learning opportunities● encourage learners to work together

Refereneces

● Jackie: photo from http://www.flickr.com/photos/taylorsevens/2112305990/sizes/m/in/photostream/

● Mphilonhle: photo from http://www.flickr.com/photos/stevendepolo/3275214127/sizes/m/in/photostream/

● Divia: photo from http://www.flickr.com/photos/14132971@N05/2432071644/sizes/m/in/photostream/

● James: photo from http://www.flickr.com/photos/usaghumphreys/4593241679/sizes/m/in/photostream/

● http://www.phoenix.edu/forward/perspectives/2013/06/5-ways-teachers-can-build-self-esteem-in-kids.html accessed on 25 Nov

● http://www.greatschools.org/special-education/health/773-teachers-foster-self-esteem-in-children.gs accessed on 25 Nov