What are the characteristics of a caring approach to education?

What are the characteristics of a caring approach to education?
Not long ago I was with a colleague and reflected on why I became an educator.  Like so many people, my response began with, “When I was in school, there was a teacher . . . “  In my case, it was at least four teachers (a band director, two English teachers, and a Theater teacher) who positively influenced me with their attentiveness to my skills, abilities, learning needs, and encouraged me to share myself with others.

You may have similar stories.  Authors Doug Fisher and Nancy Frey allude to similar stories in their article There Was This Teacher . . . In the article, Fisher and Frey share the characteristics of caring that are found in many positive teacher-student relationships (Fisher, D. & Frey, N. (2019) There Was This Teacher. Educational Leadership, 76(8), 82-83.):

  1. Relatedness – Teachers who take an interest in students as people who have unique interests and abilities are perceived as caring. 
  2. Structure – Teachers who establish high expectations for achievement and behavior that are applied evenly over the student population are perceived as caring.
  3. Autonomy – Teachers who create opportunities for student voice and choice are perceived as caring.
  4. Optimism – Teachers who are positive and express positive belief in their students are perceived as caring.
  5. Emotional support – Teachers who acknowledge student feelings and help students navigate their varied emotional states are perceived as caring.

Over the course of my adult life, I’ve taken several opportunities to reach out to those teachers who made such a positive impact on me.  Think about your own situation and think about those who encouraged and cared for you. If you are able, take time to reach out and share how much people meant to you.  You and they will be glad you did!

According to Noddings, what are the characteristics of a caring approach to education?

In his argument, Nel Noddings has insisted that education can be expressed on four key basis from the care perspective. One of them is modeling, where Noddings feels that educators’ concern has to be on the growth of people as the carers and those cared for. The primary interest is no reasoning, and educators are expected to show what to care means within their behavior.  In other words, educators are not told to care, but they show their care in the relations he or she has with the students (Noddings, 2007)

The other characteristic is based on dialogue, where the intention is about engaging people in a dialogue that relates to caring. In this case, Nel Noddings considers dialogue a central portion of the caring that cannot be utilized to model caring. Moreover, there is a need to consider exploring caring in that it can be manifested in diverse ways (Noddings, 2007). This means that it presents people with a chance to evaluate their attempts to care in that it’s possible to critique and have a better understanding of their practice and relationship.

Nel Noddings has also considered the practice as a character, and in his arguments, the experiences in which people immerse to seem to produce mentality. This means that in case their intentions to produce persons that can care for others, then students requires practice that enlightens them in caring (Noddings, 2007)

Finally, Nel Noddings talks about confirmation. This component is considered to set in a caring portion from other approaches towards moral education (Noddings, 2007). Here confirmation is defined as an action that affirms affirming and encourages the best in others

Reference

Noddings, N. (2007). The one-caring as a teacher. In R. Curran (Ed.), Philosophy of education: An anthology, 372-376. Malden, MA: Blackwell Publishing.

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What are the characteristics of a caring approach to education?
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What are the characteristics of a caring approach to education?