ERIC ED372265: Maintaining "Professional Distance": A Dilemma for the ABE Teacher.

3 Pages·1994·0.13 MB·English

by  ERIC

DOCUMENT RESUME
CE 066 889
ED 372 265
Willing, Delight C.; Haney, Hutch
AUTHOR
Maintaining "Professional Dstance": A Dilemma for
TITLE
the ABE Teacher.
Seattle Central Community Coll., 'IA.
INSTITUTION
Washington State-Board for Community and Technical
SPONS AGENCY
Colleges, Olympia.
PUB DATE
94
NOTE
3p.
Journal Articles (080)
Viewpoints
PUB TYPE.
(Opinion/Position Papers, Essays, etc.)
(120)
Developments; v10 n4 p6-7 Sum 1994
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
*Adult Basic Education; *Adult Educators;"Guidelines;
DESCRIPTORS
*Student Problems; *Teacher Guidance; *Teacher
Response; Teacher Role; *Teacher Student
Relationship
*Professionaliom
IDENTIFIERS
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
EnglishasaSecondLanguage (ESL) students when those students
encounter personal problgtms or crises that appear to be interfering
with their learning. ABE teachers should avoid becoming involved in
studrlts' 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 selfdisclosure; 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)
Reproductions supplied by EDRS are the best that can be made
from the original document.
*
.::**::*.e.********t!.******:,*********.AA.****************:,*****:.**,
DeveloPments
Maintaining "Professional Distance":
A Dilemma for the ABE Teacher
fC4
CO
Delight C. Willing, Associate Professor, Department of Adult Education, Seattle University
Hutch Haney, Assistant Professor, Department of Counseling, Seattle University
rience. Thus, any attempt on the part of the
student relationship both in didactic classes
The following article is intended to be
teacher to alleviate personal problems to
and clinical coursework. Because of the
relevant to both Adult Basic Education
enhance learning could be seen as positive
growth of litigation in the past ten years
teachers and to teachers of English as a
both by the teacher and the student. As the
that has challenged the very nature of in-
Second Language. The abbreviation
professional in the ABE classroom, the
teractions with students, counselors and
"ABE teacher" will be used to cover both
teacher wants to be warm, helping and
teachers are generally cautioned about
categories of teachers.
nurturing to the students. But the teacher
touching students in any way, socializing
must recognize the dangers to both the
outside of the school setting, or engaging
Most Adult Basic Education (ABE) teach-
teacher and the student in too intimate a
in a therapeutic relationship without writ-
ers enter the field because they are caring
relationship, and must work to establish a
ten permission of the parents. However,
individuals who wish to help others. Too
climate appropriate for the teaching and
Adult Basic Education teachers, while they
often, they are not aware of the problems of
learning process to move forward.
may be aware of the professional distance
maintaining an appropriate "professional
between elementary or secondary student
distance" when faced with personal prob-
Tnere are at least four reasons for the
and teacher or counselor, may not under-
lems or crises which they may encounter
teacher to avoid becoming involved in the
stand that the same "rules" apply to the
with their adult students. This is an espe-
personal problems of adult students:
adult student.
cially pertinent issue when the personal
problems of the student are perceived to
The teacher may not be appropri-
interfere with that student's learning.
The ABE teacher often faces the situational
ately trained to deal with the student's
dilemma of not having a counseling sup-
issues. Attempting to engage in dis-
port staff at the ABE site. Thus, the ABE
The purposes of this article are to raise
cussion or problem-solvi ng of personal
teacher may be the only professional avail-
awareness of the dilemmas ABE teachers
issues can lead to the teacher feeling
able to the student in a time of personal
t ,ay face, to recognize the training that
overwhelmed and inadequate.
Few
need or crisis. When a high school teacher
others in the helping professions receive to
ABE teachers are trained to deal with
confronts a student's difficult personal
help prepare them for these role conflicts,
alcohol, drug, or physical abuse, for
and to provide ten rules for maintaining
problems, there is usually a school counse-
example, common personal issues with
lor or school psychologist to turn to for
appropriate professional distance.
the adult student.
The high school
support and referral.
"Professional distance" means that the
teacher, therefore, can more easily main-
# The teacher has been employed to
teacher, as the professional, maintains a
tain a professional distance, staying in the
be a teacher of specific skills and infor-
role of teacher only. The counselor main-
"space" between the teacher and the stu-
mation, and non-teaching tasks may
tains professional distance also; the coun-
dent, a space in which the teacher does not
not be within the job description.
attempt to solve personal problems be-
selor; though by the definition of the role
longing to the student. The concept of
may discuss personal issues, does not be-
The student deserves to have the
Since the
come the student's "friend."
professional distance is a primary focus in
professional ash:stance the student may
the training of helping professionals.
discussion of personal issues is often seen
as a basis for friendship, the counselor,
need from professional counselors and
School counselor and teacher education
community agency programs that are
possibly more than the teacher, must con-
training programs, for example, use pro-
equipped to serve adults with specific
fessional codes of ethics which define the
stantly be aware of the professional bound-
needs.
aries.
professional relationship as caring, but not
personal or friendly and certainly not "in-
* The student does not learn appro-
as a guide for discussing the
timate"
The ABE teacher is also aware of the impact
priate professional/cultural role defi-
of peisonal problems on the learning expe-
nature of the counselor-student or teacher-
"PERMISSION TO tIEDRODUCE THIS
U.S. DIPAR1114.11 Of EDUCATION
Imp.nt
Oft. of ESA:Moroi Rmovc
MATERIAL HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
CENTER IERICI
co Summer 1994
170 aocutodI oil to motodmid 0.
6
L
wo,ved Nom In woo. CI FFII0111.0.
Ond*
nee
)
0.4 0 +Iwo.
C M,Mor CP.Miph M W
2
INNedveloo dolIMO
TO THE EDUCATIONAL RESOURCES
BEST COPY AVAILABLE
dew
Pahl. ev* 0. VoIoO NOM
0. do nel NKSONNIT NOtoeni *NNW
INFORMATION CENTER (ERIC)."
0.141 MOM IP WWI
Developments
8) Assess the appropriate use of names.
nitions: pal-t of the responsibility of
perceive the teacher as a friend implies
First names and nicknames may give
a permanent relationship, a commit-
the teacher is to reflect the nature of
Students need
the larger society.
an inappropriate and unintended sense
ment that neither the teacher nor the
of intimacy. To some older adults, the
student may want to make.
models to learn appropriate behaviors
use of first names is considered a sign
within specific roles. If the teacher, for
of a lack of respect.
3) Know professional standards for behav-
example, is both evaluator and friend,
the understanding by the student of
ior toward students. Most institutions
9) Recognize that dress conveys a number
who "teacher" is and how a teacher
have guidelines for out-of-class con-
ofmessages. Avery casual appearance
tact. Know the expectations of your
acts is clouded. The ABE teacher is
may be interpreted as a message that
modeling appropriate work roles to
organization.
the educational process is not a seri-
students both in the dominant culture
ous endeavor. Dress that some con-
4) Recognize the messages you are con-
in which roles are often diffused and to
sider normal may be considered ex-
veying to your students by touch, lan-
students from cul tu res where roles are
tremely provocative to people from
guage, and your self-disclosure. Fa-
more strictly defined.
other backgrounds and cultures. We
miliar language and touching may be
are trying to get many ABE students
standing
perceived as signals to a more personal
To assist the ABE teacher in under
Self-disclosure can be
ready for success in the world of work.
how to set up and maintain pr
relationship.
ofessional
For the instructor, the classroom is
seen as a forerunner to a personal
distance with adult students, th
e following
the professional setting.
Clothing
relationship.
strong ca-
guidelines ar .. offered with the
should reflect a professional appear-
onal distance
veat that maintaining professi
does not mean that the
ance.
teacher should not care
Know the resources
10)
about the student nor shoul
available for referral and
at
the teacher not express th
know how to refer students
he or she cares about t
he
to them. Have a phone list
student. The intent of
the
available to you at all times.
cher
guidelines is that the tea
Spend the time making con-
convey to the studen t that.
tact for the student, and make
hat the
caring means doing w
sure that the student knows
o-teach
teacher is trai ned to d
how to proceed. Check back
so means
and that caring al
with the student to see that
ssary, the
that, when nece
services are being received,
rs the stu-
teacher also refe
but don't take on the burden of "deliv-
5) Express expectations. The teacher can
onals trained to ,:ssist the
dent to profPssi
ering the service." For example, if
make clear what the time boundaries
most appropriate manner.
student in the
alcohol abuse in the family is a root
are, where the l earni ng will take place,
problem, know about AA, Alanon,
specifically what the teacher will do,
TEN GUIDELINES FOR MAINTAINING
Alateen, and other sources of family
aryl what is expected of the student in
P OFESSIONAL DISTANCE
treatment. Know specific addresses
thc learning relationship.
and guidelines of shelters where some-
1) Know your own personal vulnerabili-
6) Know students' understanding about
one in an abusive situation can be sent
ties, "shadows," unmet needs, motii,a-
interpersonal interaction. Recognize
lions, erpectations of yourselfand oth-
In summary, consider that the role of the
that students often feel they have es-
ers, that are specific to the helpingl
Adult Basic Education teacher is to facili-
teaching role. Teachers certainly en-
tablished personal relationships if they
tate the learning process for the student
share personal information, if familiar
joy the confidences and appreciation
Attention, time, and effort should be spent
language is used.
they get from their students, but the
on tPaching and learning. That is the need
line between warmth and developing a
that orought the student to the ABE class-
7) Understand cultural differences in the
co-dependent relationship with the re-
room.
expectations of rules across cultures.
sulting ego-satisfaction to the teacher
must be recognized and avoided.
Laughing and joking between men and
women may be considered normal
2) Understand that this is a temporary
here, but is not appropriate in some
relationship. To allow the student to
cultures.
Summer 1994 co
7
3