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Role of Teachers in Students' Identity

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Submitted By jollyx
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Identity is probably the most important aspect in the entire human race, everyone wanting and craving to have or at least be said to possess certain characteristics. It is in a way a state of mind for most people, created by their aspirations and the environment into which they are. The social identity theory asserts that, people always tend to put themselves as well as others into various social categories like religion, gender, age cohort and the like (Tajfel & Turner, 1985). These categories are differentiated by their different prototypical characteristics held by the members.
Social classifications cognitively order and segments the social environment in a way such as to provide every individual with a method of classifying others. They also enable every individual to locate themselves and as such have a definition for one self. In light of this aspect, the social classifications answer the question who am I? Finally, social classifications equip every person with a way to identify themselves into a particular group (Davies 1995).
It is of vital importance to acquire a positive identity, be it by the help of friends, parents or teacher in school. This identity is responsible for one’s success in life as it motivates one towards achieving their goals. As such, a positive identity is particularly important for young children and especially the school age. It is thus important that teachers should take charge of their students, to help them develop a positive identity and thus a positive recognition, so they can define others as well as themselves and their groups from a positive perspective (Cherry 2011).
By definition, identity represents a private self of a person through values upheld, views, principles and ideals that collectively form a strong basis of personality. It is basically built around the language, beliefs and even the culture of the community in which an individual identifies himself/herself with. This socio-cultural self-awareness of a person is not fixed but changes according to the environment and its transformation around him/her. It is a psychological defense mechanism that unconsciously exists in every person.
Negative stereotypes as well as negative forces such as war, race, and discrimination can negatively affect a person, and more so the young generation in schools. A teacher for example who discriminates against a student will impact negatively on the student and trigger development of a negative identity in that student. This will hinder all the capabilities and potential s of that student and success will never be possible for him/her (Schmader 2008).
On the other hand, a teacher who constantly encourages his/her students develops a very strong sense of positive identity in the students. This positive identity in turn propagates further determination in the students, making the positively receptive to more information in the future. It becomes their foundation for success. It also leads those students through high levels of satisfaction as they can positively relate their efforts to successful results.
A teacher can thus achieve an unexpectedly high degree of confidence and awareness in students simply by encouraging them. He/she can give simple test to beginners to instill some confidence in them. For others who have already been tagged as bad students or failures, the teacher can identify something that the student does well and build on it. Every person has a strong edge and it is the role and responsibility of the teacher to identify this strength (Bracher 2006).
Teachers should also deviate from concentrating on negative issues; that is, on issues that they want their students to stop. It is worth noting that a negative attention is also part of recognition and should be avoided. Instead, praise what is right so that the students can continue perfecting on it.
Apart from direct motivation of students, a teacher should recognize his/her students as a whole, include them in the class work plans and also actively involve the students by assigning them roles that do not intimidate their self image and identity.
There are several types of motivation, among them self motivation. Self motivation changes the inner self by strengthening it. It acts as the driving force behind every action that a person does. If this motivation is positive it leads to positive self awareness and identity (Cherry 2011). According to Bracher, intelligence and improvement in skills, knowledge and performance can be achieved by constantly telling your students how intelligent they are. The teacher however must be familiar with the characteristic of all students to avoid motivational comments or activities that could de-motivate others (Bracher 2006).
Shy students also need attention as this condition could lender them inactive in class work and eventually degrade their self awareness and confidence. The teacher can help such a student by gradually building their confidence to do a thing in front of other students and teachers. However, the teacher should be careful not to scare away the student and lead to more withdrawal. Instead, he/she should start by giving reading exercises to the student in front of the teacher alone, then do it in front of a small students group and eventually in front of the whole class.
In conclusion, a teacher is best placed in terms of potential and place to develop students of his/her desired caliber. Identifying their identities and later remolding them as required is all the teacher’s responsibility and calling.
REFERENCES
Bracher, M. (2006). Radical Pedagogy Identity, Generativity, and social transformation. United States. New York: Palgrave Macmillan Press.
Cherry, K. (2011). What is motivation. Retrieved March 22nd, 2011, from About.com Psychology: http://psychology.about.com/od/mindex/g/motivation-definition.htm
Davies, R. (1995). Famous Quotes and Authors. Retrieved March 22nd, 2011, from Robertson Davies Quotes and Quotations: http://www.famousquotesandauthors.com/authors/robertson_davies_quotes.html
Schmader, T., & Johns, M. &. (2008). National Center for Biotechnology Information. Retrieved March 22nd, 2011, from An Integrated Process Model of Stereotype Threat Effects on Performance.: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2570773/?tool=pmcentrez
Tajfel, H. &. (1985). The social identity theory of intergroup behavior. In S. Worcehl & W.G. Austin (Eds.), Psychology of Intergroup Relations. Oxford: Blackwell Publishers.

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