The interplay between “problem student” and me: A Narrative Inquiry

• Main Authors: Pei-Shan Sun, 孫珮珊
• Other Authors: Jui-Chun Tsai
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/55968063254900558835

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 101 === The research is a story about a teacher and a 12-year-old boy. I’m the teacher that grow up in a middle class family. While getting along with the “problem student” - Kay, I see lots of myths and persistence as a teacher. Therefore, I start a weekly accompanying time, hoping to find out the reason why a student becomes a problem one. Does that mean I’m a “problem teacher” as well? What did I figure out and realize while interacting with the “problem student”? The decision to act didn’t go well as expected. I got lost in the way and realize the “accompanying” in other form. Kay’s real problems may come from family, the way to teach him, the failures in his studies, etc. At the same time, I observed the conflicts didn’t happen all because of Kay. Often, it comes from the teacher’s loss of self control in emotion and fear. In order not to affect the authority in terms of teacher’s position, Kay was treated by means of blame, humiliation and isolation, which are “noneducational”. From Kay, I see myself as the “problem teacher”. The problem of the “problem students” are not students. In teachers’ points of views, it comes like the followings: the students’ misbehaviors, something’s wrong with the relationship between the student and the teacher and they are the ones who bring problems to the teachers. From what I experienced, I know each single person has the power to love, even the students who are the trouble makers. It is “them” who motivate the hard working teachers to grow and lead to the uncertain relationship and journey.