By Philip Riley
How academics shape and retain lecture room and staffroom relationships is important to the good fortune in their paintings. A instructor who's in a position to safely interpret the underlying courting methods can discover ways to proactively, instead of reactively, impact the dynamics of any classification. those are talents that may be taught. This priceless textual content explains how grownup attachment thought bargains new how you can study expert instructing relationships, lecture room administration and collegial concord: both very important details for faculty leaders, instructor mentors and proteges. Attachment conception and the Teacher-Student courting addresses 3 major gaps within the present literature on lecture room administration: the results of academics’ attachment sort at the formation and upkeep of lecture room and staffroom relationships the significance of attachment tactics in scaffolding lecturers’ and scholars emotional responses to day-by-day academic initiatives the measure of impression those elements have on lecturers’ school room behaviour, really administration of pupil behaviour. according to fresh advancements in grownup attachment idea, this ebook highlights the main elements of teacher-student relationships that academics and instructor educators should still be aware of. As such, will probably be of significant curiosity to academic researchers, instructor educators, scholars and coaching academics.
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Extra info for Attachment Theory and the Teacher-Student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders
These separations are beyond the control of both the teacher and the students: timetables, weekends, holidays – just to name a few. Each separation raises the possibility of separation anxiety, and each reunion provides the opportunity for a corrective or conﬁrmatory emotional experience. Children from a secure home base who enter the school system to ﬁnd a dependable and consistent teacher learn that home/school separations are not permanent, can be tolerated and that the reunion with a consistent attachment object can be a pleasure: something to look forward to.
The wish to remain in the classroom to assuage attachment needs may also lead to an unconscious motivation to become a teacher, but in a quite different way. This teacher is looking to receive rather than give security. A teacher motivated primarily by this need would be vulnerable to separation protest behaviours if she did not receive the ‘felt security’ from students and/or colleagues. This argument is developed further in Chapter 2. Attachment theory also offers an alternative theoretical unconscious motivation to remain in the classroom: safety.
They protect themselves from these painful feelings by avoiding close contact, for their experience tells them that close contact will bring the rejection they fear. They consider others to be untrustworthy and/or rejecting. Yet they want the approval of others: a constant dilemma for the fearful individual (Bartholomew & Horowitz, 1991). In that sense they are not too dissimilar from the preoccupied individual as they share the right side of the grid, but rather than clinging to a signiﬁcant other they tend to hover at a distance.
Attachment Theory and the Teacher-Student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders by Philip Riley