1	A Therapeutic Model for Teachers’ Condescension By Sylvester Ngoma, MS. Licencié en Anglais
2	Condescension in Teaching Condescension is defined as “behavior that is obviously patronizing” or “patronizingly superior behavior or attitude”. Condescension refers to an authoritarian or patronizing behavior of teachers who exercise complete or nearly complete control over the will of the learners. It favors complete obedience or subjection of learners to the teachers.
3	Condescension in Teaching (con’t) It fosters attitudes that encourage and even demand that the learners be passive and non-participatory. It places the teacher in a position of overresponsibility. Learners are made—consciously or unconsciously—to divorce themselves from their own legitimate experiences and follow the teacher’s agenda. Teachers are often feared.
4	Condescension in Teaching Roles Teacher Provider of Knowledge Depositor Student Empty Vessel Consumer Depository Recipient Teaching Approach Hand-out Dependency Paternalistic
5	Effects of Condescension Teacher Overresponsibility Spoonfeeds student Impact on Student’s Affect Needs, wants, aspirations, interests…ignored High affective filter (Krashen S.) Student becomes Monitor Overuser Infantilisation of Students Lathophobic Aphasia—Unwillingness to speak for fear of making mistakes.
6	Effects of Condescension (con’t) Psycho-physiological Responses Tension Palpitations Perspiring Fast heartbeat Trembling Sleep disorders Hesitation to volunteer, take risks, or speak out Fear of experiencing poor performance
7	Research Methodology Population Teachers and Students in Kinshasa High Schools, DR Congo Sample Stratified Random Sampling Methodology A Blend of Three Complementary Techniques Questionnaire Structured Interviews Classroom Observations
8	Research Methodology (con’t) Thesis The improvement of the teaching of any subject in DR Congo can be achieved through, among other things, a change in teachers’ attitudes towards students.
9	Research Findings: Factors Influencing Students’ Performance Teachers’ patronizing attitudes (often result in students’ loss of motivation). One-way interactions (Teacher-to-Student) Teachers’ perfectionism Overemphasis on correctness per se Ineffective Testing Styles (Evaluation Criteria inexistent in most tests/quizzes/exams)
10	Factors Influencing Students’ Performance (con’t) Authoritarian climate in the classroom Teachers unfamiliar with communicative/humanistic methodology Teachers’ disrespect for students (and vice versa) Authoritarian teacher-centered classroom has a negative impact on the learners. Teachers mismanagement of time (for guided practice, instructional presentation…) Little or no time devoted to independent practice
11	Sources of Condescension in the Classroom Culturally-specific traditions of teaching and learning practices. The way teachers view their profession. The way teachers were taught. Teachers’ disinterest in the teaching profession. Cultural beliefs about teacher’s role. Beliefs about the nature of learning.
12	Sources of Condescension in the Classroom (con’t) Self-identification with former teachers/bullies/military/politicians/ former Belgian instructors Assumptions about students (not as knowledgeable as teachers). Teachers’ past experiences with bullying teachers. Stories of discipline management in (Belgian) colonial schools in DRC.
13	A Therapeutic Model Paradigm Shift (Inside out behavior change on the part of teachers and students) Endorsement by teachers of a more humanistic approach in Schools Develop a sense of respect and trust for students. Work on active listening skills Establish good rapport with students (bridge the gap) Use a good sense of Humor Recognize students’ human attributes. Guard against assumptions which insult students’ intelligence
14	A Therapeutic Model (con’t) Adopt communicative/interactive teaching styles Share best practices that produced results with colleagues. Implement effective time management strategies. Adopt legislations that clearly revamp, restructure, and remodel our national educational policies.
15	Changing Students’ Affect For positive affect Smile and Laughter are effective ingredients for creating an affective classroom environment (Not too serious all the time) Praise students’ efforts Encourage their attempts A good sense of humor is always a positive asset. Correction without rejection Enthusiasm The teacher’s presence in the classroom must be viewed more as a facilitator of the learning process than a provider of information
16	Destroyers of Student Engagement and Self-Esteem Sarcasm Overcorrection Terror/Bullying Inconsistencies Ridiculing students Insults/Constant yelling Corporal Punishment Low expectations Lack of resources Unsafe/hostile classroom environment Hunger/Unmet basic physical needs (food, water, shelter…)
17	Incorporating Humanism into the classroom Some useful hints: Build a feeling of trust and self-esteem. Check students’ affect. Recognize students’ values/inputs/insights. Focus on the positive. Use effective motivators. View errors as part of learning process not as deadly sins. Redefine the roles of teacher and student. Critical Thinking /Performance/ Knowledge/ Empowerment/Communication… as the main goals.
18	Some Positive Motivators “You’ve got it” “Good job” “Excellent work” “Good try” “That was quick” “Should you need help, I’ll be here” “That is not a word I’ve heard before. Tell us what it means” “All homework completed means 5 extra points” “You are very good with numbers” “I wish I could remember events like you”
19	Some Negative Motivators “That’s a dumb answer” “You’re being lazy again” “I can see you never study” “You can never pay attention, can you?” “You should be able to do it on your own” “Don’t ever use foreign words in this class” “5 points off for missing homework” “You’ll never have your high school diploma” “Why is it that you never understand such easy things” “You are very bad with numbers” “You never remember anything”
20	Tenets of Humanistic Education Dialogic partnership between student, teacher, and parents. Classroom as a microcosm of the real world. Empowering students. Relating content to students’: Memories, Feelings, Values, Needs, Aspirations, Experiences, Beliefs, Fantasies…
21	Tenets of Humanistic Education (con’t) Self-realization and self-actualization of students. Everybody in the classroom is both a teacher and a student. A teacher is a permanent learner.
22	Learning from Effective Teaching Practices and Methods Differentiated Learning Communicative Approach Task-based Activities Natural Approach Reteaching/Remedial Teaching Effective Testing Strategies Research-based Projects Grouping/Pairing of Students
23	For Language Teachers: SPEAKING as an Acronym S stands for Setting P for Participants E for Ends (they strive for) A for the sequence of Acts engaged in K for the Key or Tone in which the talking is done I for Instrumentalities or Tools to get the job done N for Norms that apply G for the Genre of talk they’re engaged in
24	On being a teacher Know your students (names, needs, wants…) Know different components of a lesson plan. Know legislations pertaining to school administration. Assess students’ needs (physical, emotional, intellectual, etc.). Initiate student organizations/clubs and advise members. Know effective teaching methods.
25	On being a teacher (con’t) Identify source of condescension and gear for success. Be an agent of change. Be a facilitator of the learning process. Recognize that teaching is not a static or fixed process encapsulated in principles and theories…it is a rather dynamic, creative and interactive process. Teachers’ patronizing attitudes can be a serious hindrance to effective learning as they help raise students’ anxiety levels.
26	On being a teacher (con’t) In order for the teaching process to be a genuinely effective enterprise, teachers must unlearn authoritarian practices or attitudes. Teachers should not be afraid of giving students the grades they deserve. Undertake action research to continually assess one’s teaching practices. Reach out into your professional community (join organizations, attend conventions, visit colleagues’ classes…) Welcome and cherish change/professional growth.
27	On being an effective teacher No matter how good you are, you can always be better! Be prepared to learn and grow with students Plan Plan Plan… Take the time to plan your lessons. Remember that “Prior Planning Prevents Poor Performance” An effective teacher respects his/her student’s human attributes.
28	Authentic Education is… “not carried on by “A” for “B” or by “A” about “B”, but rather by “A” with “B”, mediated by the world – a world which impresses and challenges both parties, giving rise to views or opinions about it. Freire, P.
29	Teachers should view students as… creative beings whose personal dignity and integrity must be respected. problem solvers with a great deal to bring to a dialogic partnership in the classroom.