A funny thing happened....
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A funny thing happened. Why did the students prefer their own teacher over a relief teacher? Why would they have preferred to work for a whole period than get a free? What did the students get from this teacher that made the hard work so worthwhile?. The Nature of Caring Teachers.

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A funny thing happened

A funny thing happened....


A funny thing happened

Why did the students prefer their own teacher over a relief teacher?

Why would they have preferred to work for a whole period than get a free?

What did the students get from this teacher that made the hard work so worthwhile?


The nature of caring teachers

The Nature of Caring Teachers

and the factors that impact on their caring


A funny thing happened

High educational care

A

B

High personal care

Low personal care

C

D

Low educational care


Do category a teachers exist

Do category A teachers exist?

  • Are you one?

  • Do you need to be one?

  • What makes the caring teacher ‘tick’?

  • How do these teachers sustain what they do?


The first study

The first study

  • Three secondary schools

  • All teaching staff surveyed N = 178

  • Demographic questions

  • A few open-ended questions

  • Completed two measures:

    • SCTI – student-content teaching inventory (Spier, 1974)

    • Teacher Efficacy scale (Tschannen-Moran & Woolfolk Hoy, 2001)


Questions in the study

Questions in the study

  • How would you define a caring teacher?

    Definitions of caring teachers showed that:

  • 88 teachers believed caring teachers showed educational care

  • 121 teachers believed caring teachers showed personal care


The student content teaching inventory

The Student-Content Teaching Inventory

(S-CTI)


Gender

Gender


Subject area

Subject Area

  • There were 176 teachers who provided their main teaching area and completed the S-CTI

  • Teaching areas were grouped under the following headings:


Subject area1

Subject Area

Student Orientation Mean


Subject area2

Subject Area

Content Orientation Mean


Years of teaching experience

Years of Teaching Experience

  • There were 177 teachers who provided their years of teaching experience and completed the S-CTI

  • Years of teaching were grouped under the following headings:


Years of teaching experience1

Years of Teaching Experience

Student Orientation Mean


Years of teaching experience2

Years of Teaching Experience

Content Orientation Mean


Conclusions about content and student orientation

Conclusions about content and student orientation

We need to remember that:

  • The S-CTI simply shows an orientation towards students and content

  • It would appear that:

    • Men in these three schools are less oriented towards content than the females

    • Years of experience and the subject one teaches has little bearing on how important one sees the content or the students.


Teacher efficacy scale 2001

Teacher Efficacy Scale (2001)

The final measure used measured teacher efficacy

In particular, with regard to:

  • Instruction

  • Engagement

  • Management

    There were 12 questions and teachers were asked to respond using a Likert scale measure


Results of the teacher efficacy scale

Results of the Teacher Efficacy Scale

  • No significant differences were found between teachers on the basis of gender, school, teaching areas or years of teaching experience

  • As a point of comparison for you the means overall were as follows:


Studies two to five

Studies two to five

  • Peer nominations in study one

  • Observations of caring teachers

  • Interviews with caring teachers

  • Group interviews with students

  • Colleague questionnaires


Key results from study two

Key results from study two

  • Painstaking instruction & careful scaffolding

  • Organised

  • High expectations

  • Gave students choice where possible

  • Lots of praise

  • Courteous and polite

  • Patient

  • Encourages participation

  • Comfortable atmosphere in classrooms


Two things stood out

Two things stood out

Withitness

  • Looked for where students were struggling or not on task

  • Noticed haircuts and mood changes

  • Commented on poor wearing of the school uniform

    Relationships

  • Took time to work with individuals

  • Recalled previous events, issues or personal things to draw on as a way of involving students

  • Tactile with students

  • Looked for non-contributors to encourage them to take part


Key results from interviews

Key results from interviews

Interviews were conducted with the ten caring teachers to discover:

  • How they demonstrated care to their students

  • What they considered to be the personal factors that contributed to their caring

  • What factors supported and/or hindered their caring


Mindsets

Personal mindsets

Do all you can /try to solve the problem

Be fair

Good outcomes often require hard work and/or time

People can change for the better

Everyone matters

Teacher mindsets

Make a difference

Work with the whole student

Have boundaries

Enjoy teaching and like kids

Be concerned for both content delivery and student well-being but student well-being is more important

Mindsets


At the root of the personal mindsets is optimism

Do all you can /try to solve the problem

Be fair

Good outcomes often require hard work and/or time

People can change for the better

Everyone matters

Problems can be solved

Being fair will level the playing field

You will reap benefits in the long term

Therefore it is worth putting in the effort

It doesn’t matter who you help, if you can help, do it

At the root of the personal mindsets is optimism


Their caring behaviours were characterised by

Their caring behaviours were characterised by:

Relational behaviours

Commitment

Recognition of own limitations

Educational care

Compassion

Flexibility

Persistence

Empathy

Attentiveness


What sort of teacher are you

What sort of teacher are you?

  • Do you care for students educationally and personally?

  • Where do you view relationship with the students in your teacher role?

  • How do you actively build relationships?

  • How ‘withit’ are you?

  • What do you remember about students?

  • How will you balance care and control?


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