Connectedness: Bridging the Gap Between Values and Practice in Developing a Safe and Supportive School Community

Abstract

<p>For the sake of this discussion, it is suggested</p> <p>that there exists a paradox within the teaching</p> <p>profession: one found in most schools. On one</p> <p>hand educators know and believe that students</p> <p>need role models and that almost every aspect</p> <p>of teaching, even (or especially) including</p> <p>discipline—is all about relationships. Yet on</p> <p>the other hand we know that our school pays</p> <p>us to teach—we’re not there to be a friend. The</p> <p>teacher’s job is to teach and the student’s job</p> <p>is to learn. Teachers acknowledge a duty of</p> <p>pastoral care and that every student should</p> <p>have a trusted teacher to speak to in time of</p> <p>need. However, they don’t have time to chat with</p> <p>students and if something is wrong, the preferred</p> <p>option is to send them to the chaplain or the</p> <p>counsellor. On one hand teaching is relational,</p> <p>pastoral—some may even see teaching as a</p> <p>ministry. Yet on the other hand, school is about</p> <p>classroom management, teaching and learning,</p> <p>timetables and assessment. Both concepts are</p> <p>correct. Both are a descriptors of a good teacher,</p> <p>yet one tends to be seen as an ideal and the</p> <p>other as functional reality.</p>