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Lexis Nexis Uk Newspaper Database Article Education Essay

This annotated bibliography will consider issues relating to a male influence within a classroom environment and to discover whether or not it benefits children’s learning. Why is there a lack of male teachers in the 21st century? Do male teachers deliver a better learning experience than female teachers?

Key Terms

“male teachers in early education” “male teachers” “ student reaction to male teachers” “male influence in school” “teaching males in school” “men in the classroom” “men in early education”.

Sources

Education Resource Information Centre (ERIC)

Sumsion, J. (2005, 1st Quarter). Male teachers in early childhood education: issues and case study. In Diamond, K,E. Early Childhood Research Quarterly 20 (pp.109-123). USA.

Searched for “male teachers in early education” in ERIC. Full text version was not available. Full article provided by SciVerse database through a journal search on Strathclyde Universities SuPrimo.

This section of the journal identifies positive arguments for the recruitment of men in early education. The research was compiled in three clusters of arguments: benefits for society, for the teaching occupation and for the infant students.

This first argument declares that with an increased number of males in the education profession that there would be an altered attitude to assumptions in relation to gender roles and responsibilities. This is concisely conveyed (Cameron & Moss 1998) that differentiates between male and females in relation to childcare – contradictory of perceived stereotypes.

Additionally, the next cluster argues that with more male input in the profession there would be an increase in the status and of teachers (Lyons et al., 2003) and also would improve workplace dynamics and staff interrelationships. Also there is evidence that supports men hold higher paid administrative positions that could potentially be transferred to the teaching profession.

The third argument is that men can help develop children’s attitude for a diverse future. By exposing children to non-traditional constructions they can begin to become more compassionate and morally correct.

Sternod, B.M. (2011, Issue 2). Role Models or Normalising Agents? A Genealogical Analysis of Popular Written News Media Discourse regarding Male Teachers. In Thiessen, D. Curriculum Inquiry. (pp.277-286). California, USA.

Searched for “men in the classroom” in ERIC. Full text version was not available. Full article provided by Wiley Online Library through a journal search on Strathclyde Universities SuPrimo.

This journal identifies women as a threat to the development of young males as they override the masculine impact that is attempted to be conveyed. Evidence supports the lack of male teachers in elementary schools with only 9% being male.

Some school children have no male influence in their lives and desperately need an influential figure to learn and aspire from. Male teachers also supply concrete discipline within the classroom but also can understand young male behaviourisms. Males are also, more stern making children more alert within the classroom and they also are able to connect with student, in turn improving learning.

Michael Gurian (Hein, 1998; Peterson,1998) claims that boys learn through a “masculine nurturing system” which revolves around “respect. Boys can gain respect from an older/wiser male and this has to be earned. If a boy acts inappropriately the higher ranking male will loss respect for that individual and it is up to the individual to achieve it back. This relationship has a tendency to be around males – therefore it would be beneficial for male influence to be in school community.

Lack of male influence both in and out of school builds up a tendency for acts of violence and other crimes. Without a powerful influence in a child’s development their natural masculinity is free to do what it wants. Without positive guidance young male could easily fall in to the wrong tracks and may not have good morals and could rebel against what is actually good.

This journal continues to look at different aspects of what makes a role model and what it has been based on.

Lexis Nexis UK Newspaper database article

Clark, L. (2012). 1 in 5 boys at primaries have no male teachers while some could go through their entire education without one. MailOnline, 16th November. Retrieved from http://www.lexisnexis.com/uk/news/.

Searched for “Male teachers” on http://www.lexisnexis.com/uk/news/.

This newspaper article presents an argument that there is a need for male primary educators. The article cites that there is a staggering amount of female teachers in relation to male teachers with 360,485 boys aged 4 – 10 having attended a school with no qualified male presence. Within these statistics 61,060 of the students are receiving free school meals due to low income – highlighting that the problem is nationwide.

There is a lack of male influence within primary pupils leading to claims that too many boys are having little or no interaction with males before reaching high school. With a changing nature within homes there potentially may be students who reach early adulthood and having no male influence – creating a ‘distorted’ view of society. Professor John Howson at Oxford Brookes University agrees stating: “If you never get a chance to interact with one gender, then you are not getting a rounded education”.

The article continues, talking about how young professionals can be persuaded to enter the education profession and how bad press and other influential factors can make this difficult.

Internet Research Article

Koutros, M. (2010). The Lack of Male Teachers and it’s Effect on Student Development. Brooklyn College: USA. Retrieved from http://earlyactionresearch.wikispaces.com/file/view/koutros_actionresearch.pdf/.

Searched http://www.google.co.uk for “student reaction to male teachers”.

This article was produced by a student at an American University who was producing an Action Research Project on the lack of male teachers in a classroom. The study identifies that the National Education Association (NEA), revealed that less than one-fourth of all teachers were male. Recent studies show that the lack of male teachers is due to low salaries and issues relating to gender stereotypes.

The paper is gathering research on the lack of a strong male role model in classrooms having a harming impact on a child’s sustainable development. Male teachers are viewed as role models (Martino, 2008. p.192). “Recuperative Masculinity Politics” are a means to alter stereotypes and bring back a male influence into the classroom. This is significantly important for young boys as they look for a role model, someone to aspire to.

Gender also plays an impact on classroom management techniques which differ from male and female. Males within a classroom have a better impact in relation to females as children respond to commands from a male more instinctively (Kesici, 2008; Bryce & Blown, 2007).

The article continues to detail the summary of the student’s research and his plan of what he is going to do to gather relevant evidence.

Andersonian library Book

James, A.N. (2007). Teaching the Male Brain: How boys Think, Feel and Learn in School. (pp. 157-159). USA.

Searched “teaching males in school” in the University of Strathclyde’s SuPrimo database.

This book analogies’ that masculinity is an essential aspect of a child’s development – children should be able to see that there are many alternate ways of seeing the world from a gendered perspective. Male role models are vital: with many an increasing number of one-parent families a dominantly female influence disenable boys to define what it means to be a boy (Neall, 2002; Pollack, 1998).

A problem arises with a main female influence on a young male: what if in trying to act like a male, a child rebels against the influence of a female and acts the complete opposite. He may have decided that the correct behaviour for men is rude, angry, noisy and outspoken. This acts as a fundamental flaw to a feminist perspective within a school environment (Mac and Ghail, 1994).

A male teacher can also affect creative topics such as art in a positive manner. By giving the children a mechanical viewpoint the students took it in on their stride and completed a task as having thought about it instead of a stereotypical female creative expressional side.

The book is all about the way boys learn and how they can be influenced and taught in different ways.

Online Library Article

Bittner, M. T. and Cooney, M. H. (2001). Men in Early Childhood Education: Their Emergent Issues. In Jalongo, M. R. Early Childhood Education Journal. (pp. 77 – 82). USA.

Searched “male teachers early childhood” on Strathclyde University’s SuPrimo library search engine.

This section of the journal explores the different issues that affect men within a classroom environment. It looks at influential factors such as salary, family reaction and pre-conceptual stereotypes of being male and a member of the teaching profession.

The goes on to look at the advantages and disadvantages of having a male influence in a classroom. Children can benefit both directly and professionally from a skilled, well educated male teacher. There are two analogies that back this up both giving evidence that male students have completely altered behaviour, confidence and ability with the impact that a male presence has had on the individuals. Also experiments have revealed that students are more alert and concentrate on a man within a class – therefore would learn more.

However, male teachers have a tendency to feel isolated and uncomfortable being in a female dominant environment. This was also evident from one of the focus groups the researchers carried out: one person declared that some student’s parents were not happy with a man helping their children with lavatory needs and another teacher revealing that he feels judged when a child harmlessly sits on his knee. To attempt to resolve this ‘touch’ issue the group devised a process of building positive relationships with both students and parents in an attempt to certify this issue.

This article concludes by identifying a need for a resolution in the way male teachers are perceived within the classroom.

Comparison

Sternod, B.M. (2011, Issue 2). Role Models or Normalising Agents? A Genealogical Analysis of Popular Written News Media Discourse regarding Male Teachers. In Thiessen, D. Curriculum Inquiry. (pp.277-286). California, USA.

Bittner, M. T. and Cooney, M. H. (2001). Men in Early Childhood Education: Their Emergent Issues. In Jalongo, M. R. Early Childhood Education Journal. (pp. 77 – 82). USA.

Sternod and the Bittner, Cooney partnership both conducted research into what part a male teacher plays in the development of an early year’s student. Sternod declares that there is a desperate need for a male figure in the successful development of children, especially boys. The dominance of female staff overriding the very few male teachers highlights a flaw in the education system with a lack of correct gender stereotype education. Cooney and Bittner look at the teaching profession and how it affects men. They also explore the influence a male has on the classroom and how it can be perceived by others.

Bittner and Cooner found that men may feel uncomfortable and uneasy with a classroom when children are attempting to be affectionate and ‘touchy-feely’ – not due to the males personal uneasiness but by the fact that in today’s surroundings that would be judged by others and seen as wrong. This provides evidence in favour of female teachers as they are conveyed as loving and caring. This stereotype also differs from sternods article as he argues that women are the ones causing the lack of full development opportunities of children.

Particularly, Sternod looks at boys learning through a “masculine nurturing system” where respect is essential. Male teachers can use different methods of teaching children and have variations in classroom behaviour management which differ from females. This method gives male teachers a step up on females as they have an almost point system with male students and that the students will aim to impress –work harder- their male teacher. This strong personal teacher student relationship contradicts Cooney and Bittner as they argue that male teachers cannot have a strong relationship with students.

It is worth noting that both researchers agree that there is a need for more male’s teachers within the teaching profession. They only slightly differ on the methodology in which should be set in place to further improve male standing in the classroom and for the development of children.

Conclusion

A male influence within the teaching profession definitely has an impact on how children are educated, the way children are educated and the effectiveness of classroom behaviour management.

Without alternate, new methods of educating our young people there would be a lack of effective teaching styles that push and develop children to strive to what they can become. A male role model is vital in ensuring that children understand the difference between femininity in being a girl and masculinity in being a man. As it is mainly female teachers in early stages then children develop more feminine attributes and therefore lack in masculinity which is especially concerning for young boys.

If there was no male presence then there would not only be a lack of confident authoritative figures but there also would be an underlined flaw in a child’s gender stereotype education. A man in a classroom gives children a modern viewpoint that children aspire that anyone can do anything they want – not all teachers are females, not all pilots are male.

There is evidence that supports males have a better controlled classroom with children having a tendency to have better behaviour in the pretence of a male. It could be the fact that children are scared to how a male may react to bad behaviour or it could be due to the respect that the children have for the educator. Young boys usually behave better around older males as they are trying to impress them and gain respect.

Personally, I think that without males in the teaching profession there would be a lot less compassionate and acceptance within this modern, ever changing era. Male teacher partially keep children up-to-date with changing trends within society and therefore make the generation of tomorrow more diverse and accepting. Also without the first male teacher to inspire the next generation there wouldn’t be aspiring teachers such as me.

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