The Art and Heart of Good Teaching by Terence Lovat

Author:Terence Lovat
Language: eng
Format: epub
ISBN: 9789813290549
Publisher: Springer Singapore

In the Testing and Measuring Study (Lovat et al., 2009), claims such as these were further tested. Claims around matters like attendance and behaviour reports were easily able to be verified through school records of such things. Less easily measurable claims were put to the test in different ways, through interviews and the like. As a result, we were able to elicit evidence of a range of behaviours relevant to improved relationships. These included: teachers recognizing the need to respect, listen to (pp. 8, 9, 102, 107), understand (p. 9) and care for students (p. 53). They became more aware of students as persons and their particular needs as they took the time to be interested and listen to them about their lives outside of school (pp. 9, 32, 47, 61, 82). In a reciprocal manner, student’s respect for teachers increased (pp. 51, 66, 83). The student–teacher relationship was recognized as an important factor in student academic engagement (p. 100). Stronger collegial ties between students and teachers developed (p. 13), so that there was genuine two-way communication (p. 61) and this resulted in a more positive ambience in the classroom: “the values focus produced more respectful, focused and harmonious classrooms”. (p. 100)

In the end, we believe the findings (Lovat et al., 2009) stood up to being tested and measured more formally and the central importance of the relationships factor was confirmed:Teachers’ and students’ comments also suggested that improved relationships between students contributed to a more cooperative and productive learning environment. (p. 6)

Of student–teacher relationships, there was evidence of a ‘… rise in levels of politeness and courtesy, open friendliness, better manners, offers of help, and students being more kind and considerate … the main impact of values education on student-teacher relationships appeared to be a greater understanding of each other’s perspective or at least to have a greater respect for each other’s position. (p. 9)

While previously, teachers might have been able to establish caring and positive relationships with ‘well-behaved’ students, the explicit teaching of values meant that teachers now regarded instances of ‘misbehaviour’ as teaching opportunities whereby students could be assisted to identify their mistakes and practise the value that they hadn’t yet ‘learned’. (p. 10)

The results of the current investigation provide … consistent findings that values education changes teacher-student relationships so that rather than enforcing minimum standards of behaviour or school work, teachers are more likely to support and encourage students to strive for higher ideals. (p. 12)

… as schools give increasing curriculum and teaching emphasis to values education, students become more academically diligent, the school assumes a calmer, more peaceful ambience, better student-teacher relationships are forged, student and teacher wellbeing improves and parents are more engaged with the school. (p. 12)

… the effects of well-crafted values education programs extend to a transformation of student behaviour, teacher-student relationships … (p. 16)

Teachers’ comments suggested that improved relationships between students contributed to a more cooperative and productive learning environment. (p. 37)

Some parents were optimistic about changes in relationships between students and attributed this to the impact of values education… (p.

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