A Different Kind of Teacher

Unfortunately, a teacher may become frustrated, annoyed and angry with an avoidant student and blame, ridicule or scold him.

Success and failure in themselves have no effect on a child’s motivation to learn but the reactions of parents, teachers and other significant adults to success and failure can have a devastating effect.

Elevation of student self-esteem will considerably decrease the amount and intensity of classroom problems.

Five of the six types of relationships described below damage self-esteem while one, empathic relationship, enhances it.

Primary school children can be fortunate if they have an affirming, positive teacher

attitudes and behaviours will lead to a decrease in classroom difficulties and act as a means of preventing other problems developing.

These maladaptive behaviours on the part of the teacher are indicators of underlying insecurity issues that he needs to own and take responsibility to change.

Effective classroom management is based on the principle that each member of the class, student and teacher, is responsible for his own self-control.

Furthermore, the child is encouraged to express in constructive ways his opinions and any worries, fears, grievances, resentments, frustration or difficulties he may be experiencing.

Furthermore, the child is not ‘put down’ but is helped to become aware of the necessity to learn responsibility; if he attempts to slide out of responsibility the teacher has no choice but to impose consequences.