1. Role and Relationships in the Classroom “Students have effects on the teacher, who in turn affects the learning of the student. Students have effects on each other; the informal structure produces differential treatment of students by the teacher.” (Elizabeth Cohen)

2. Sociology of Education Classroom as a social organization. It involves roles, relationships, sanctions, norms, etc. (culture)

3. Figure 16-1: Social Statuses Module 16

4. Beginning of Sociology of the Classroom Results of large-scale surveys on the effects of the school as a whole on student achievement were not favorable. Impacts of the classroom on children’s cognitive development is more crucial than the schools’. (Richer, 1975)

5. The Teacher Role “Teaching has been defined as a series of interactions between someone in the role of teacher and someone in the role of learner, with the explicit goal of changing the learner’s cognitive or affective states.” (Bidwell, 1973)

6. What are roles?  Each position within an organization is defined by its roles.  Set of responsibilities.  Such activities make up the role.  “Roles refer to the parts individuals play in the social system.”

7. Types of Teachers  Authoritarian  Authoritative  Permissive  Uninvolved

8. School as an Organization  The organizational structure, climate/environment influences our roles.  This can either hinder or facilitate the realization of the role.

9. Role Expectations/Conflict  There is harmony when personnel/people/actors within the school agree on their role expectations.  When they disagree, conflict arises.

10. Social Roles █ Social role: Set of expectations for people who occupy a given status. Module 16

11. █ Role conflict: When incompatible expectations arise from two or more social positions held by same person █ Role strain: Difficulties that arise when same social position imposes conflicting demands and expectations

12. –Doubt –Search for alternatives –Action stage –Creation of a new identity Social Roles █ Role exit: Process of disengagement from a role that is central to one’s identity to establish a new role Module 16

13. Challenges  Goals of education are not clear.  Mission-vision are not clear.  Subject to different interpretations.  People are from different backgrounds, different disciplines, different interpretations of the world.

14. Culture of DLSU

19. Sociological Perspectives on Roles (functionalist)  Roles help maintain social stability or social cohesion.  If everyone is responsible in carrying out their roles, then the organization will function effectively or smoothly.

20. Sociological Perspectives on Roles (Conflict)  Struggle for resources; people with higher positions will have greater access than others (prestige and salary)  Power and domination, through socialization.

21. Source of Power “Teachers are super ordinate to students by virtue of their age, training, and control of classroom resources…” (Boocock,1968)

22. Who constitute the school?  Board of Directors  Administration

23. Who constitute the school?  Principal  They are managers  They are coordinators  They are expected to provide support:  Assist teachers  Disciplining students  Counseling students and teachers  Managing the budget  Scheduling classes  And so on.

24. Some responsibilities of Principals (Ballantine, 1989)  Work closely with teachers for instruction.  Enforce school rules and policies  Involve people in decision making  Manage day to day operations  Coordinate with district offices, division offices, etc.  Relate with students  Resolve conflicts

25. Teachers’ Roles  Desire to work with young people  Impart knowledge  Love of children  Altruistic behavior  Interest in teaching  Influenced by others

26. Role Expectations of Teachers  Socializers of children.  Adult authority, grades, punishments, praise, reinforcement, personal contact.  Expected to teach reading, writing, and arithmetic.

27. Role Expectations  Manage and facilitate the classrooms  Provide a friendly, conducive classroom environment  Gatekeepers of activities and students

28. Students’ Roles  Different Characteristics of Students Active learners Passive learners Trouble makers

29. Students’ Roles  Students have different learning curves.  Role expectations are often standardized by grades.

30. Conflict Expectations for the Students’ Role  Schools are socializing agents. (academic, social, and moral)  Students may have other agenda:  Peer acceptance  Group involvement  To satisfy parents’ demand

31. Students’ Coping  The Leader  The Clown  The Bully  The conformist and the deviant

32. Criticism of the student role  Labeling students  Attitudes toward failure  Treating students alike  Tracking students for future roles

33. Forms of Relationships  Teacher-teacher  Teacher-student  Student-student  Teacher-Administrator

34. Teacher’s Expectations  Teachers’ expectations have strong effect on the level of motivation of the students thereby affecting the overall academic performance of children (Ali, 2009).  Teacher’s expectation is also very important because it determines the level of involvement of teachers in students’ learning.  When teachers place high expectations, they will be more likely to present opportunities and resources (e.g., encouraging parents to help them in educating children at home) to be able to address the educational needs of their students (Timperley and Philipps, 2003) leading to better academic outcomes.

35. Teacher-Student Bond  These relationships reflect the Japanese educational philosophy of “interpersonalism” which places importance to building relations with others in achieving a desired self-concept (Cave, 2008; Sato, 2004, Shimahara, 2002) and the concept of kizuna or the teacher-student bond (Shimahara, 2002 p. 21; Okano and Tsuchiya, 1999, p. 173; Lewis, 1998a, p. 85).  Positive relations (kankei) characterized by a sense of belongingness and acceptance somehow motivate Japanese children to study (Benjamin, 2007).

36. Analysis of the Movie  Who are the different school actors shown in the movie? What are their roles?  What types of teachers were reflected in the movie?  What types of students were reflected in the movie?  What types of administrators were reflected in the movie?  How are conflicts/struggles showed in the movie?

37. Analysis of the Movie  What are the goals/mission/vision of the school? What are supposedly its function as a school?  How did the “new teacher” able to overcome his difficulties with his students?

38. Analysis of the Movie  How did the “new teacher” defined his role? What are his interests as a teacher and how did he shared this with his students?  What are your learnings from/insights of the movie?