The analysis in this section is a thoughtful evaluation based on observations, student interviews and questionnaires as it relates to the research question and any prior investigation of this topic. Research has provided a clearer picture of genders impact on the student-teacher relationship and is consistent in its revelation that gender can influence, sometimes profoundly, the student-teacher relationship.
Teacher-Student Interactions Some researchers suggest that the way a teacher is perceived during the first encounter with students resembles future classroom interactions as perceived by students. For example, Sadker (1993) examined the teacher-student interactions in relation to teacher and student gender. He found that male
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The behaviors exhibited by the teacher are deemed influential in shaping the behavior of the student. These relationships mirror those of the parental type. The interactions and relationships shaped between the teacher and the student “are similar to the attachment bonds between children and their parents in several respects.”(Kesner, 2000). The “parental” role a teacher has to fill in the classroom seems to place them, depending on their gender, in a stereotypical role of the enforcer or the nurturer. This view appears dependent on whether the gender of the teacher is in line with the gender of the student. For example, a recent study concluded, “when a class is headed by a woman, boys are more likely to be seen as disruptive. When taught by a man, girls were more likely to report that they did not look forward to a subject.” (Dee, 2007) This study emphasizes the strong reactions students have to the behaviors of their teacher, specifically the teachers of the opposite gender. According to current research, many teacher-student interactions, whether instructional or disciplinary in nature, tend to be differentiated according to gender. Moreover, some studies suggest that the extent to which this differential treatment is present in classrooms may be a factor of teacher gender. When asked whether male teachers treat students differently than female teachers, an anonymous male student responded, “Male teachers make me feel mad. If another kid is talking, the male teacher blames everything on me. Then I’m going to get mad because it wasn’t my fault. But if it was a female teacher, she will ask if I did it, and try and resolve
In the text, Becoming a Teacher, the author reflects on why gender is included as a dimension of multicultural education, which is defined by Parkay (2016), “multicultural education is committed to the goal of providing all students – regardless of socioeconomic status; gender; sexual orientation; or ethnic, racial, or cultural backgrounds – with equal opportunities to learn in school” (p. 291). These cultural dissimilarities between the genders are created by the expectations society stereotypes them to follow. As Parkay explained in the text, “through sex role stereotyping, families, the media, the school, and other powerful social forces condition boys and girls to act in certain ways regardless of ability or interests” (2016, p. 296). According to this, students are categorized by society standards, which
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
I really enjoyed this chapter on relationships between students and teachers because I was able to relate to the idea of a good relationship improving the learning in the classroom. In second grade, I had a teacher who really reached out and made good relationships and I have wanted to be a teacher who can make an impact on students’ learning and lives ever since. I think most would agree, and studies have shown, that good student/teacher relationships are important in the classroom but in this chapter the author went even deeper and discussed the how open a teacher should be. On page 62, the author listed three kinds of relationships that could take place in the classroom. After thinking about the choices, I found myself between the two and the three. I want to be as open as possible with my students but not about anything and everything in life. I think there are appropriate boundaries where it is ok to talk about out-of-school life but that it should be relatable to the students, such as a game that happened over the weekend or an event in the town. I think it is important to be able to have personal conversations with students but I think it is best to focus the conversation on them and be open with relatable stories or comments that will build the relationship.
Noted linguist and scholar Deborah Tannen in her essay “How Male and Female Students Use Language Differently” discloses the differences between men and women’s informal styles in classroom conversations. She argues that different forms of teaching can open interaction between both genders. She says young men and young women use verbal communication in dissimilar groups for instance when women talk to their friends, they tell secrets; when boys talk they like to have an audience. She also says that woman like undersized groups who talk about their difficulty whereas men like to offend each other. Tannen develops a plan to break up the classroom into sections that would be sociable to both men and women. She decides to divide the class into three smaller groups: one by college course, one by sex, and the last one by an informal method.
On Chapman’s article, she states that “females receive less attention from teachers than boys and also the attention they receive is often more negative than the attention received by boys” (Chapman). One more thing which is completely unbelievable is that teachers don’t do anything to change this scenario. Of course they realize what is happening but they just act like if it is normal. This situation happens pretty often and in every place in the world, so there is no excuse for accepting this oppression. If this situation happened occasionally it would be more understandable to think that the professors don’t see things as clear as Tannen and Chapman do. However, as it happens in every school in all around the world and it is expressed in many different forms: Girls participating less in the classroom, being uninterested, skipping classes and failing in the exams. Professors definitely notice it and they accept it like if it is a routine situation. They see it as it is already inserted in our society and that every person is part of
Unfortunately gender biases still exist in classrooms and boys seem to benefit from them more than girls. The Sadker’s research shows that teachers tend to call on boys more than girls. They say this is because boys are more assertive and demand more attention by speaking out of turn to the teacher (Weiss, 2001). When girls call out answers it is shown teachers are more likely to point out their inappropriate behavior and not answer them, where boys generally do not get redirected and get better feedback from the teachers than girls do. Boys may also tend to have more interactions with teachers than girls and are more likely to dominate the classroom (Ryan & Cooper, 2000). Teachers have also been shown to praise boys for doing we...
The first perspective focuses on the education of teachers and how it has influenced their behavior. One shortcoming of the textbooks used to educate teachers is that there is little information shared on gender equity and issues, which leads to further gender inequity (K. Zittleman & Sadker, 2002). In fact, many textbooks look at the gender roles and the typical behaviors expected to be seen by the genders in the classroom (Titus, 1993; K. Zittleman & Sadker, 2002). Even when the textbooks list stereotypes to refute them, they are still placing the ideas in the heads of future teachers of what to expect from students. Consequently, the way many educational textbook authors talk about gender make it seem like a different but equal phenomenon.
Teaching career in education setting is commonly seen with a greater numbers of females rather than males. Paton (2013) mentioned that researches have identified, ‘men are being put off applying for jobs in primary schools because working with young children is seen as a woman’s profession’. This perception leaves a questioned on the existence of male teachers especially at primary level. Jamieson (2007) mentioned on the huge difference between women and men at the primary level, ‘women outnumber men four to one’.
...nder balance in the classroom. Specifically, as the number of women in the class increased, students perceived the professor to engage in less probing of students for responses. Classroom climate influences the quality of the education a student experiences as well as how they evaluate their professors. The micro-inequalities identified in the classroom seem to emerge from both student and faculty behaviors—both of which create and maintain the classroom climate. Stu- dents and faculty arrive in the classroom with a lifetime of experiences of learning and “doing” gender. The social norms and expectations of women and men play out in the microcosm of the classroom. Over time, the classroom may have evolved from a chilly one for women to a more complex and implicit system of messages and cues regarding gender that influence the learning experience for college students
Same sex classes make it possible for teachers to cater to student needs in a more efficient way. In general boys benefit from hands on learning, but girls benefit from calm discussions (Mullins 3). Girls tend to doubt themselves while boys think they can do anything. Boys need to be brought down from the clouds while girls need to be dug out of a hole (Mullins 3). David Chadwell says, "Structure and connection are two key concepts when examining gender in the classroom. All students certainly need both, but it seems that teachers need to consider the issue of structure more with boys and the issue of connection more with girls" (7), and Kristen Stanberry’s research has shown, "Some research indicates that girls learn better when classroom temperature is warm, while boys perform better in cooler classrooms. If that's true, then the temperature in a single-sex classroom could be set to optimize the learning of either male or female students" (1). These observations further support the idea that same sex classrooms can cater to student’s...
So how does one create an equal atmosphere in their classroom? Sadker (1993) suggests that teachers desegregate their classrooms, move to several places around the classroom to t...
“Relationships are what make up our world today, they shape the ways we see things and the way that we do things, relationships affect how we see the world today”. I believe supporting what your partner does, having a great sum of trust and showing your affections towards your partner is what will make a healthy relationship great.
‘A teacher is not a friend. Teachers and students have different roles in the classroom and different responsibilities. Being a close friend to student’s conflicts with being a teacher’ (Sara L. Schwebel 2002).
What is a teacher? A teacher is someone who students rely on for further knowledge and comprehension. Often, a teacher is viewed as a role model towards their students. In many times, teachers can help guide students into a better future. Characteristics like preparation, compassion, having and showing respect to students can make a teacher more effective.