Fostering Belonging With Classroom Norms
It is no secret that many educators feel that the traditional classroom model is too restrictive and unrealistic. This is especially true when it comes to expectations for student behavior.
Some believe that the model of the teacher as the authority figure is a negative force in the classroom. The teacher is seen as a deity who can control the students, which leads to a student’s lack of control and sense of powerlessness. This can lead to them feeling like they are not valued or appreciated, leading to negative outcomes.
A recent study published in the “Personality and Social Psychology Review”journal found that the traditional classroom setting does not accurately cater to the individual needs of different students. The study found that students in the traditional classroom setting display characteristics that are associated with those who are low in self-esteem, such as low self-efficacy.
This can lead to students feeling like they are not good enough, which can lead to feelings of shame and guilt. These feelings can cause students to withdraw from the classroom and feel like they are not worth anything.
It is important for educators to take a step back and realize that the traditional classroom setting is not the right model for all students. The model should adapt to fit the individual needs of the students, and the model of the teacher as the authority figure should be replaced with a model of the teacher as authoritarian.
This model would see the teacher as a support system, not a deity who can control the students. This would allow for a sense of self-esteem and belonging in the classroom, which would lead to better student outcomes.