Teacher-student ratio
Under teacher-student ratio (also a teacher-student relationship ) understands the pedagogy , the constellation of the key players in an organized teaching and learning process . The relationship is asymmetrical . In a narrower sense, it describes the relationship between a person who teaches by virtue of their competence advantage and a person who learns in the context of an educational event. In addition, it generally labels the institutional relationship that results from the distribution of roles between teachers and students in a learning facility, such as a school . A teacher-student relationship arises when people enter into a teaching and learning relationship with one another.
term
The terms “relationship” or “relationship” are ambiguous. On the one hand, they can express the objective, neutral situation of a teaching and learning community, but on the other hand they can also mark a personal connection between those involved. This is particularly noticeable when crossing borders. The pedagogical principle that every prospective teacher is given on their career path is: "Education yes, relationship no." This means that a professional relationship is required, but a personal relationship is prohibited. It is based on the “ custody relationship ” that is legally imposed on the teacher in office, and that must do justice to the relationship of trust in his integrity vis-à-vis society.
Starting points
The creation of a teacher-student relationship naturally results from two related components: One component is the existence of a learning need on the part of a student or an educated student who needs supervising and controlling support for his learning process. The other component is determined by an experienced personality who is able and willing to provide this help. It requires the teacher to have a corresponding head start in terms of knowledge, skills and communication skills. A learner without the intermediary activity of a teacher is called an autodidact . The technical terminology of didactics then speaks of an “intrapersonal relationship to oneself”, in which teacher and student are the same person.
The design of the teacher-student relationship
Didactically justified features
Modern didactics today provide numerous, very varied forms of teaching for targeted and learning-oriented teaching, which, depending on the educational intention, constitute a different teacher-student relationship. The so-called didactic triangle, which is widespread in teacher training, is a structural model that clearly shows the relationship between teacher and student in the various educational processes. For example, teacher-centered teaching , student-centered teaching , socially integrative teaching or project teaching offer appropriate interaction structures for the respective educational goal, in which teachers and students are assigned a changing position and meaning in the classroom. The roles of teachers and learners are flexible and can be exchanged depending on the topic and competence advantage. Both can become initiators, motivators, material suppliers, moderators, discussion partners, learning aids.
Personal characteristics
The forms of teaching are shaped by the style of upbringing practiced by the individual teacher and often characteristic of him . It essentially determines the climate in the classroom and the partnership between teacher and student. Didactically trained and experienced teachers are able to change their teaching style according to the situation:
The “authoritarian style of upbringing” , which still dominated until the 1960s, differs from the contemporary so-called “authoritative upbringing” , in which the authority , ie. H. a reputation of the teacher arising from professional competence and personality is required. He is characterized by his level of interest, emotional warmth, human acceptance and willingness to communicate, which is shown to the adolescent. It differs from the so-called “permissive parenting style” in its “intentional parenting attitude”, which is based on agreed clear rules and strictly demands compliance with them.
On the student side, the choice of leadership style must correspond to a certain degree of maturity, a lively willingness to learn, a need for communication and the will to actively and constructively contribute to one's own educational process. The teacher-student relationship means a close relationship of dependency. In a successful educational process, teachers and students challenge and determine each other.
Problems
Role problems
The natural competency gap between teachers and learners, between curricular objectives and willingness to learn, between assessors and those assessed, between mostly older and younger people and the conflicts of interest that sometimes arise as a result, is not always free of tension in everyday teaching. Recognizing these, harmonizing them and leading them to an educational process that is both pleasant and successful for both sides requires didactic skill and human empathy from the teachers and insight into factual necessities from the learners as well as trust and willingness to communicate positively.
The different forms of teaching, but above all the types of care and educational styles practiced in them, essentially determine the climate of the relationship. Teacher-centered, strict, even authoritarian lessons can be based on an atmosphere of affection, commitment to the student and his or her learning success, and on the other hand, student-centered, casual, even anti-authoritarian lessons can be characterized by emotional distance or a laissez-faire attitude . The teacher must exude authority with his personality and competence, without acting in an authoritarian manner. The learner has to respect this authority without denying his own interests and denying himself questions. This requires mutual respect, trust and patient tolerance on both sides.
Young teachers in particular often have to struggle with changing roles to being a teacher after they have strongly internalized being a student over many years, still feel very close to the adolescents in terms of age and mentality and accordingly have difficulty drawing boundaries. For example, it is considered inadequate to correspond with your students on social networks on a private level outside of class.
relationship problems
Similar to other areas of dependency and a competence gap, for example in the patient-doctor relationship , ethics dictate a respectful distance that does not allow boundaries to be exceeded. The point is to act carefully, but without personal self-interest, in a technically correct manner and in an emotion-free, educationally sensible manner. Too strong emotional closeness can not only be a hindrance, but also mislead the ability to make clear judgments, and even make it impossible. One then speaks with a legal term of “ bias ”. This is particularly evident in the case of an unreflective parent-child relationship, from which factual teacher judgments do not want to be accepted if they contain criticism.
The extensive discussion on the subject in the specialist literature begins with the demand that both sides treat each other with respect. From the tenth grade onwards, adolescents are entitled to the “you address”. Contrary to the ancient saying “ Quod licet Iovi, non licet bovi ” (“What is allowed to Jupiter , the ox is not allowed”), the teacher-student relationship is “reciprocal”, ie. H. reversible, shape. That means z. B. that a smoking teacher has little credibility to forbid the student from doing the same thing for health reasons. The "Duzen" of teachers and students is already controversially discussed, arguing that teaching necessarily requires a certain objective distance and that adolescents need not only peers but also more mature personalities, who they respect and can see as role models, for healthy development. Too much physical closeness, let alone physical violence and verbal derailments on both sides, are already in the beginning pedagogically frowned upon because they disrupt the respectful cooperation and can easily lead to border violations. The teacher has a so-called “ custody relationship ” with his students , which includes a high level of responsibility for their well-being. Breaking the taboo of the didactic basic rule of avoiding too much personal closeness is seen as a cause of the pedophile misconduct that crept into institutions such as the Odenwald School under the guise of alleged reform pedagogy , and which facilitated the numerous attacks.
Proximity and distance errors in the educational relationship
The religious educator Christoph Tipker examines the lines of reasoning possible errors in proximity and distance errors, which deprofessionalize the teacher behavior towards the students, as an example for religious education. Proximity errors occur where contact with affected students allows too much closeness and concentration, which are evident to other students in a self-taught class. Distance errors arise where an adequate handling of personal problems of students through a lack of value neutrality and non-professionalized conversation leads the student to turn away from the educational relationship.
Tipker specifies possible sources of error for religious instruction. In addition to individual lines of reasoning that refer to teacher behavior and individual motivation to act in the profession, there are conceptual and institutional lines of reasoning that specifically affect religious instruction. Individual closeness errors can therefore arise if biographical motivations for working with students are left untreated, as is a reflection on one's own teaching experiences . On the one hand, the desire for inappropriately strong student orientation could be based on personal injuries and distance experiences in the school institution or specifically in religious instruction. On the other hand, religion teachers often harbored strongly positive memories of their own space for personal development in a religious community or of religious instruction, which they would often generalize without considering the student's interests. Individual distance errors were based on an incorrect and excessive processing of one's own injuries during school time, which led to the motive to exercise a power over the pupils that did not encourage their maturity, but rather severely restricted it. Conceptual flaws in proximity would therefore consist in resorting to religious didactic concepts that counter a break in religious tradition in society with conservative values and dissolve the boundaries of teaching by integrating parish and church rituals in the teaching in an inadmissible form. A conceptual distance error is based on the mutual rejection of those students who can no longer be met here in a value-neutral manner and who can only see their own stereotype fulfilled in the encounter with religious education. Tipker names a correspondingly deprofessionalizing concept with the performative religious didactics. Tipker sees institutional errors in the educational policy endeavors to preserve the form of denominational religious instruction, which leads to an inadmissible expansion of tasks for the teachers. By assigning teachers to tasks (e.g. in pastoral care) for which they are not sufficiently trained, violent acts are institutionally approved. At the same time, an institutional distance error could be based on the fact that a denominational bond sometimes runs counter to the religious socialization of the pupils and the school organizational requirements in a form that motivates a rejection of religious education and of the religious teacher as such.
See also
literature
- Manfred Bönsch: General didactics. Verlag W. Kohlhammer, Stuttgart 2006, ISBN 3-17-018732-5 .
- Christian Füller: Fall of Man. How the reform school abused its ideals . Dumont, Cologne 2011, ISBN 978-3-8321-9634-9 .
- Wolfgang Göb: dream job teacher. Everyday life and vision. The slightly different manual for educational practice . Arven-Verlag, Aichach 2013
- Jochen Grell: Techniques of Teacher Behavior. 2nd Edition. Beltz publishing house, Weinheim 2001.
- D. Hintz, KG Pöppel, J. Rekus: New school pedagogical dictionary. 3rd, revised edition. Juventa publishing house. Weinheim / Munich 2001.
- Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. Psychological processes in education and teaching. 11th edition. Verlag Hogrefe, Göttingen 1998.
- Tilman Jens: FAIR GAME. The Odenwald School - a lesson from perpetrators and victims . Gütersloher Verlagshaus, Gütersloh 2011, ISBN 978-3-579-06744-5 .
- Christoph Tipker: Trust and distrust. Professional teacher action in religious education. In: Journal for Theology and Congregation. (ZThG) No. 20, 2015, pp. 104–120.
- Siegbert A. Warwitz, Anita Rudolf: The didactic thought picture. In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, ISBN 3-7780-9161-1 , pp. 20-22.
Web links
- ksta.de January 30, 2012, accessed December 22, 2015
- sueddeutsche.de July 10, 2014, accessed on December 22, 2015
Individual evidence
- ↑ D. Hintz, KG Pöppel, J. Rekus: New School Pedagogical Dictionary. 3rd, revised edition. Juventa Verlag, Weinheim / Munich 2001.
- ↑ Christian Füller: Fall of Man. How the reform school abused its ideals . Dumont, Cologne 2011.
- ↑ Section 174 of the Criminal Code
- ^ Siegbert A. Warwitz, Anita Rudolf: The didactic thought picture. In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, pp. 20-22.
- ↑ Jochen Grell: Techniques of Teacher Behavior. 2nd Edition. Beltz publishing house, Weinheim 2001.
- ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. Psychological processes in education and teaching . Verlag Hogrefe, Göttingen 1998.
- ^ Siegbert A. Warwitz, Anita Rudolf: The didactic thought picture. In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, pp. 20-22.
- ↑ Wolfgang Göb: dream job teacher. Everyday life and vision. The slightly different manual for educational practice . Arven-Verlag, Aichach 2013.
- ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. Psychological processes in education and teaching. 11th edition. Verlag Hogrefe, Göttingen 1998.
- ↑ Hendrik Buchheister: When teachers fall in love with students. In: Kölner Stadtanzeiger. January 30, 2012 (Interview with Volker Ladenthin)
- ^ Tilman Jens: Fair game. The Odenwald School - a lesson from perpetrators and victims . Gütersloh publishing house, Gütersloh 2011.
- ↑ Christian Füller: Fall of Man. How the reform school abused its ideals . Dumont, Cologne 2011.
- ↑ Christoph Tipker: Trust and distrust. Professional teacher action in religious education . In: Journal for Theology and Congregation . tape 20 , 2015, ISBN 978-3-932027-20-8 , pp. 117 .
- ↑ Christoph Tipker: Trust and distrust. Professional teacher action in religious education . In: Journal for Theology and Congregation . tape 20 , 2015, ISBN 978-3-932027-20-8 , pp. 113 ff .