Volume 4 Issue 1

Educators have increasingly demonstrated

commitment to, and invested much effort in

advancing the cause of pastoral care, action

research, and the status of teaching as a

profession, over the last two decades. What

is largely unrecognised is how these areas

of education are linked. A shared focus of

attention—evident in educational literature and

professional practice—however, constitutes

only a minor nexus between and among these

three emerging areas of education.

Noteworthy and central to all three areas

appears to be the idea of making a difference in

the lives of others. This article explores some

of the challenges and complexities inherent in

existing and potential linkages, including some

disjunctions, and their implication for teachers.

Attachment styles profoundly influence human relationships throughout life, including aspects of religion and the workplace. Individual educators as well as educational institutions take on parental qualities in relation to those who rely on them. Depending on the degree of early parental responsiveness and later life situations, humans live with a basically secure or insecure approach to peers, partners, God, and employing institutions. This article argues that it is important for Christian educators to be aware of this, and that core concepts from attachment theory are verified by current neurobiological research. Research in the field of psychology of religion supports John Bowlby’s emphasis on the importance of sensitive, long-term relationships. These relationships in turn enhance optimum functioning in all relationships, including religious and workplace relationships.

This study examined how teachers form expectations of the students they teach and how their self-reported behaviours in the classroom reflect these expectations. This qualitative study, theoretically informed by phenomenological hermeneutic inquiry, used in-depth, semi-structured, interviews with six teachers in private schools in Melbourne, Australia, and results were critically analysed. The paper reports issues identified by the teachers as being important in the formation of their expectations of student achievement, particularly the idea that low achievement is closely related to students’ poor self-image. It then discusses a paradox evident in the behaviour reported by the teachers: that in their attempts to build student self-image and communicate high expectations, the teachers may unwittingly communicate the low expectations they are at pains to overcome.

Boys are diagnosed five times more often than girls with Attention Deficit Hyperactivity Disorder (ADHD) and frequently medication has become the first option in addressing this condition. Many teachers find it difficult to cope with boys with ADHD due to a lack of understanding about ADHD symptoms and boys’ personalities. This research study examined current practices used for boys with behaviour problems as well as trialling a number of alternative approaches such as music therapy, aromatherapy, yoga, building and construction, gardening and computer generated learning. During the implementation phase, teachers were closely observed and then participated in an indepth interview with the researcher. The data revealed behavioural improvements when using the alternative strategies and demonstrated that these methods may be a better option than medication for some boys with behavioural problems, including ADHD.

Over the last couple of decades there has been

a change in our society where litigation and the

threat of it in all aspects of life has significantly

increased. The schools and, in particular, the

teachers have not escaped this change. Child

protection laws and increased cases of litigation

are part of the teacher’s working environment.

Increasingly, educational professionals have to

focus on and engage with the legal dimension of

their work.

Students from various cultural backgrounds may experience cultural dissonance when teachers and educational administrators from the mainstream culture misconstrue, misinterpret or simply disregard their cultural patterns of learning, behaviour and communication. Due to changing demographics worldwide, cultural diversity is the norm for many schools today. It is therefore imperative that teachers and educational administrators become aware of the variances and unique qualities and characteristics of the groups, cultures and languages represented in their schools. This article specifically highlights important sociocultural issues in classroom management and presents effective strategies for managing multicultural classes. Implications for Christian teachers are addressed.