Why educators have problems with some students. Understanding frames of preference
| DOI | https://doi.org/10.1108/09578239910275481 |
| Date | 01 August 1999 |
| Published date | 01 August 1999 |
| Pages | 243-256 |
| Author | Michael B. Gilbert |
| Subject Matter | Education |
Problems with
students
243
Journal of Educational
Administration, Vol. 37 No. 3, 1999,
pp. 243-255. #MCB University
Press, 0957-8234
Received 17 November
1997
Revised 17 February
1998
Accepted 30 March 1998
Why educators have problems
with some students
Understanding frames of preference
Michael B. Gilbert
Department of Educational and Community Leadership, Central
Michigan University, Michigan, USA,
Keywords Communications, Learning styles, Students
Abstract Some educators believe that if they do their jobs properly, all their students will learn,
and school will be a happy, productive and comfortable place for everybody. The reality is that not
everyone has the same preferences ± for teaching and learning. Recounts research that shows
what the differences are between educators and students who might be characterized at-risk. Also
included are administrative implications.
Introduction
People who become professional educators see their futures in terms of helping
others, structuring logical learning sequences and environments, and offering
the citizens of tomorrow things which are valuable and important. They see
their students as ready receivers of what they have to offer and presume these
students will thrive. If students are indeed prepared to receive the help,
learning opportunities, and things of value, then schools are marvelous places
for stimulated minds. Students are motivated, and they move through the
various continua unimpeded, for the most part.
But school is not often the ideal and idyllic environment where all is well and
there are no problems. Students who are not motivated by their teachers, by
school, or by life in general, do all in their power to interact in a way to get what
they need. These students are often characterized as at-risk. Part of this
interaction is ``connecting'' with the teacher.
One aspect of managing a student successfully is related to whether the student and the
teacher are ``connecting'' along open doorways of communication. If there is
miscommunication, we can predict that negative coping strategies will be used by both the
teacher and the student. These negative coping strategiesare correlated to the personality part
the individuals are using and the positiveenergy they have available. (Knaupp, n. d., p. 8).
Negative coping strategies of teachers are usually sanctions for misbehavior or
breaking the rules. Negative coping strategies for students usually involve
inappropriate behaviors to get their needs met (with or without their conscious
awareness). On a broader plane, administrators fall prey to the same interaction
problems as do their staff. They expect others to see the world in the same way
they do and to go about their jobs with the same preferences. Failure to
acknowledge different perceptions and needs can lead to ineffective
administration.
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