{"id":47809,"date":"2019-05-06T14:00:31","date_gmt":"2019-05-06T21:00:31","guid":{"rendered":"http:\/\/world.edu\/?p=47809"},"modified":"2019-05-06T14:00:31","modified_gmt":"2019-05-06T21:00:31","slug":"should-teachers-love-their-students-to-help-them-succeed","status":"publish","type":"post","link":"https:\/\/world.edu\/should-teachers-love-their-students-to-help-them-succeed\/","title":{"rendered":"Should teachers love their students to help them succeed?"},"content":{"rendered":"

\"\"Despite the accumulation of data on the place of emotions and feelings in learning, many actors in the education system still consider that affects have no place in school.\u00a0A standard remains strong in France: teachers must demonstrate professional distance with students.\u00a0This standard, for lack of a clear conceptualization, often suggests that one should not establish\u00a0<\/span>an emotional bond<\/span><\/a>\u00a0with one’s students.<\/span><\/p>\n

Yet researchers have accumulated, over the last two decades, an impressive amount of results indicating that the teacher-student relationship, when it allows the establishment of a secure emotional bond,\u00a0<\/span>promotes learning<\/span><\/a>\u00a0and, beyond that, psychosocial development. children and adolescents.<\/span><\/p>\n

Some general analyzes show that the\u00a0<\/span>conclusions<\/span><\/a>\u00a0of different studies on the subject\u00a0<\/span>converge<\/span><\/a>\u00a0.\u00a0In particular, the affective relationship between a pupil and a teacher has positive effects – motivation, perseverance and academic success, sense of belonging to the school but also psychosocial adaptation outside of school – and these effects can still occur. observe\u00a0<\/span>several years later<\/span><\/a>\u00a0.\u00a0It is surprising that the French educational institution has not yet integrated the conclusions of all this work.<\/span><\/p>\n

Personal involvement<\/strong><\/span><\/h4>\n

In seeking to assess the attitudes of teachers who support building a safe relationship with students, it is interesting to question their emotional commitment.\u00a0Is there an interest in loving one’s pupils, in the sense of an altruistic love?\u00a0By this we mean “an attitude of concern, solicitude and tenderness, as well as a tendency to support, help and understand others” (\u00a0<\/span>Sprecher & Fehr, 2005<\/span><\/a>\u00a0).<\/span><\/p>\n

Using a version of the altruistic love scale\u00a0<\/span>adapted for teachers<\/span><\/a>\u00a0, it has been possible to observe a\u00a0<\/span>link<\/span><\/a>\u00a0between teachers’ love and the quality of the teacher-student relationship, which is evaluated by teachers. or by students (\u00a0<\/span>Virat, 2014<\/span><\/a>\u00a0).\u00a0By loving their students, teachers seem likely to positively influence their learning and development.<\/span><\/p>\n

This is an engaging attitude for teachers.\u00a0On the cognitive level, love mobilizes important attention resources, both in class and out of interaction with students.\u00a0Behaviorally, this leads to becoming available and implementing a large number of supportive behaviors.<\/span><\/p>\n

Above all, love is also an\u00a0<\/span>emotionally<\/span><\/a>\u00a0engaging attitude\u00a0, which involves having fun spending time with students and being truly affected by their successes or failures.<\/span><\/p>\n

Collective responsibility<\/strong><\/span><\/h4>\n

This is not compatible with the notion of professional distance, which students have very clearly understood: they are precisely sensitive to the marks of affection and to all that indicates that the teacher is personally involved in the relationship with the teacher. them.\u00a0For example, it has been shown that unveiling by sharing one’s own experiences and emotions helps teachers\u00a0<\/span>create a<\/span><\/a>\u00a0secure\u00a0emotional bond<\/a>\u00a0with their students.<\/span><\/p>\n

More generally, it is the very idea of \u200b\u200bneutrality that appears curious in the context of the educational relationship.\u00a0Indeed, the\u00a0<\/span>educational relationship<\/span><\/a>\u00a0– which can be defined as “an asymmetrical relationship where the adult is sensitive and available, where he feels responsible for the development of the child and where he provides help and support, especially on the emotionally, while being concerned about how the child receives this support “- relies on the teacher’s genuine and personal commitment, which can not be achieved without some self-disclosure.<\/span><\/p>\n

Knowledge about the teacher-student relationship seems to place great responsibility on teachers.\u00a0They also place great responsibility on the education system and schools, since teacher involvement is largely dependent on the work context.<\/span><\/p>\n

Thus, standards unfavorable to emotional ties (professional distance, neutrality …), but also large class size, very compartmentalized schedules or a very heavy workload may be the best wishes.<\/span><\/p>\n

Conversely, significant support from colleagues and the hierarchy, including emotionally, but also the recognition by the institution of the work done or a work organization attentive to relational issues favor the involvement. teachers.<\/span><\/p>\n

It is thus collectively that the responsibility of building secure emotional relationships between teachers and students, which contribute to the students’ sense of belonging to the school and to society, is assumed.<\/span><\/p>\n

Benevolence, a fuzzy concept<\/strong><\/span><\/h4>\n

The recent attention to the idea of\u00a0<\/span>benevolence in school<\/span><\/a>\u00a0and the\u00a0<\/span>official prescriptions<\/span><\/a>\u00a0to make it a\u00a0<\/span>professional standard<\/span><\/a>\u00a0might suggest that things have already changed.\u00a0However, this is not certain: one may fear that benevolence is revealed as a confused notion, object of multiple uses.<\/span><\/p>\n

A recent survey suggests that this is a notion\u00a0<\/span>“too vague”<\/span><\/a>\u00a0for the actors of the education system (\u00a0<\/span>Saillot, 2018<\/span><\/a>\u00a0), for whom it could finally as well\u00a0<\/span>“say everything that not much”<\/span><\/a>\u00a0.\u00a0This is why some propose to\u00a0<\/span>better define<\/span><\/a>\u00a0benevolence, especially to understand what it implies in terms of affective relation.<\/span><\/p>\n

For example, Reto (\u00a0<\/span>2017<\/span><\/a>\u00a0) has attempted to recognize an affective dimension to benevolence.\u00a0However, this dimension would be based on “the teacher’s taking into account his own emotions so that they do not interfere badly in the relationship” and on “the knowledge and recognition of students’ affects”.<\/span><\/p>\n

The author then mentions “the duty of restraint” and “emotional distance”, faithful to the standard of professional distance.\u00a0Despite the theorizing efforts made, the concept of benevolence is not yet enough to raise awareness of the emotional issues of teacher-student relationships.\u00a0You have to add a little love …<\/span><\/p>\n

Author Bio: <\/strong>Mael Virat is a Researcher in psychology at I-site University Lille Nord Europe (ULNE)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Despite the accumulation of data on the place of emotions and feelings in learning, many actors in the education system still consider that affects have no place in school.\u00a0A standard remains strong in France: teachers must demonstrate professional distance with students.\u00a0This standard, for lack of a clear conceptualization, often suggests that one should not establish\u00a0an […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":47810,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[9518],"coauthors":[11733],"class_list":["post-47809","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-teaching-2"],"acf":[],"yoast_head":"\nShould teachers love their students to help them succeed? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/should-teachers-love-their-students-to-help-them-succeed\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Should teachers love their students to help them succeed? 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