Maintaining "Professional Distance": A Dilemma for the ABE Teacher.

Autor/inn/en	Willing, Delight C.; Haney, Hutch
Institution	Seattle Central Community Coll., WA.
Titel	Maintaining "Professional Distance": A Dilemma for the ABE Teacher.
Quelle	In: Developments, 10 (1994) 4, S.6-7 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Educators; Guidelines; Student Problems; Teacher Guidance; Teacher Response; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Richtlinien; Studienproblem; Lehrerberatung; Lehrerkommentar; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Too often, many adult educators are unaware of the problems resulting from failing to maintain an appropriate "professional distance" from their adult basic education (ABE) or English-as-a-Second-Language (ESL) students when those students encounter personal problems or crises that appear to be interfering with their learning. ABE teachers should avoid becoming involved in students' personal problems for several reasons; for example, teachers may not be trained appropriately to deal with students' issues. Furthermore, students cannot learn appropriate professional/cultural role definitions unless teachers maintain their designated roles with students. ABE should adhere to the following guidelines in their relationships with students: know their own personal vulnerabilities; understand that their relationship with students is temporary; know professional standards for behaving toward students; recognize the messages conveyed to students by touch, language, and self-disclosure; express their expectations; know students' understanding about interpersonal interaction; understand cultural differences in role expectations; assess the appropriate use of names; recognize messages conveyed by dress; and know the resources available for referral and the procedures for referring students to resources/services. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC