Literature Review
Literature Review
According to McLeskey et al. (2012), it has been made legitimized for the educational institutions to adopt the teaching strategies that can enhance the students’ academic performance. It has been incorporated that students should be provided with the educational resources, infrastructure and educational material so that they can comply with their curriculum by means of acquiring the effective means of knowledge. Teachers in this instance play a significant role due to their versatile teaching styles and it has also been found that the effective means of teaching increases the academic performance of normal, as well as disabled students. In order to meet the academic requirements of children, it is important that academic gaps among the students are identified with the observable trends of teachers. These gaps are needed to be addressed by the teachers in order to increase the intellectual level of students. Educational institutions have been providing the holistic approach to make students competitive in academic and as well as in recreational activities and thus teachers have become the ‘warm demanders’ by becoming supportive in nature. It has also been suggested that teachers’ tendency to become warm demanders indicates the teacher’s expectations towards the students due to which these students develop the self-efficacious behavior, which eventually makes them competitive in order to meet the expectations of the teacher. Moreover, the approach of warm demanders develops the caring relationship that also encompasses the mutual harmony between the children and students, due to which students believe that their teachers believe in their competency, which eventually develops the state of confidence among the students and motivates them to indulge in educational activities.
Adaption towards warm demanding teaching
Howard (2001) infers that there has been increase in the provision of national and international scholarships and the increasing globalization has resulted in the migration of families due to which the diversification among the students has been increased based on differentiated ethnic and cultural characteristics. The prevalence of diversified students in classrooms requires the sustainability in the learning environment and academic outcomes of the children due to which the effective means of teaching are also significant. Therefore, teachers have to become adaptive in nature in order to understand the academic requirements of the students by conducting the need analysis of students in order to identify their interests, their learning styles and intelligence level and them improvise the learning environment and provide such learning environment that addresses the learning need of the students by ensuring the effective learning mechanism. The adherence from traditional learning practices has been reduced and teachers have become friendly in nature rather than being rational. The teachers have adapted their teaching style and have acquired the approach of warm demanders in order to maintain balance between the conventional and supportive teaching and traditional demanding modes of teaching. The study conducted in this respect suggests that teachers can foster the motivating factor among students due to their warm and supportive nature but their adherence towards the demanding mode of teaching should be balanced in such way that it does not deteriorate the positive aspects of teaching. The study enlightens the fact that students who perceive their students to be warm may change their perspective if they find the teacher too strict therefore, teacher is required to demonstrate his developmental objectives while becoming strict and demanding in order to make students believe that teachers’ demanding behavior is related to students’ performance levels.
Warm demanding and cultural responsiveness of teachers
According to Thomas (2011), the teacher has to remain culturally responsive in nature by implicating his warm mode of teaching which develops the sense of harmony with culturally differentiated students. Students in this instance who belong to different ethnic groups develop the feeling of being outcaste which makes them difficult to fit in and carry out their educational activities in an effective manner. Teachers can provide the learning environment in which they can demonstrate their concern and continuous care for the well-being of their students which makes the students motivated towards their educational activities. Teachers can also develop the academic objectives specific to students or group of students who share the same level of intellect which will indicate the demanding nature of teachers. In accordance to the prior study conducted by Howard (2001) which implicated that students develop the negative attitude towards the demanding nature of teachers by perceiving them too strict to be supportive and hence, the study conducted by Thomas (2011) inferred that the development of academic objectives specific to certain students can make students realize that they are expected to perform at certain level and teacher is highly indulge with their academic performance and is implicating the demanding mode of education by means of increasing their academic performance. In this way, the extensive outcomes of teaching by using the warm demanding approach can be acquired.
Warm demanding and its long lasting effect on children’s development
Tellez (2007) enlightens that there has been arguments between the learning mechanism of students in which some experts argued that the learning mechanism should be incorporated by the educational institution and should be holistic in nature by accounting for all the students whereas, some experts also criticized this notion by implicating that learning mechanism should be teacher oriented because teachers are the ones who implement the learning mechanisms by mobilizing and manipulating the learning environment. It has also been incorporated that the warm demanding practitioners of teaching have been able to increase the academic performance of students at a higher extent. The cooperative nature of teachers helps the students to mobilize their skills and abilities to acquire knowledge from the external stimuli and also helps them to retain the acquired knowledge in order to sustain the impact of learning mechanism. Cruickshank and Haefele (2001) inferred that each student crosses their path of knowledge acquisition with more than one teachers however, student at early age possess the same level of intellect as the other students but again, after the significant coarse of time, these students develop different level of intellects and tend to apprehend some teachers by eliminating the wide list of their teachers who also played significant role in their learning. It has been encompassed that students respect the contribution of such teachers who have been supportive in nature by adapting towards the warm demanding model of teaching, which accounts for the holistic means of teaching in which teacher implicate their demanding mode of teaching balanced with their warm and supporting nature which makes students to stay engaged with their academic activities and by believing that they are supported by their teachers.
Balance between warm and demanding teaching
According to Van et al. (2009), when teachers are warm demanders then they develop the positive learning environment in the classrooms which enables the students to carry out their educational activities in an effective manner. The societies in USA and Europe have become multicultural in nature due to which the diversification among students has been increased which has manifested misunderstanding between the students and teachers in accordance to their perspectives and values. Therefore, the teachers who are warm demanders are able to illustrate their teaching mechanism as supportive to the ethnically differentiated students and with the help of teachers’ warm nature; the state of effective interaction develops in the classrooms which enables the students to engage in the interactive activities with other students and thus, the communication skills of the students are enhanced and they engage in the mutual learning practices and starting to feel part of their class fellows. Moreover, it helps the students to develop coherence with their teachers and thus, teachers can implicate their demanding nature of teaching by assigning students to different tasks and since students have been found to be interactive with their peers, can effectively respond towards the teachers’ demands and can utilize their skills, knowledge, abilities and efforts in an effective manner to acquire their assigned objectives. it has also been encompassed that warm demanding approach develops the feedback function in the classrooms due to which students can enlighten the strategies and work objectives that they find disruptive and teachers in this instance, using their warm nature can accept the criticism and can implicate their educational strategies by making the students believe that their implicated strategies are highly functioning with the academic performance of students. It has also been found that warm nature of students fosters the transfer of knowledge between the students and teachers about their differentiated ethnic groups and thus, teachers can utilize their knowledge to develop the ethnic coherence among the students which will develop the learning environment in an effective manner.
References
Cruickshank, D. R., & Haefele, D. (2001). Good teachers, plural. Educational Leadership, 58(5), 26-30.
Howard, T. C. (2001). Telling their side of the story: African-American students' perceptions of culturally relevant teaching. The Urban Review, 33(2), 131-149.
McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, inclusive elementary school. The Journal of Special Education, 48(1), 59-70.
Tellez, K. (2007). Have conceptual reforms (and one anti‐reform) in preservice teacher education improved the education of multicultural, multilingual children and youth?. Teachers and Teaching: theory and practice, 13(6), 543-564.
Thomas, S. M. (2011). Effective Secondary Mathematics Teachers as Warm Demanders: Descriptions of Four African American Teachers' Practices(Doctoral dissertation, University of Georgia).
Van Tartwijk, J., den Brok, P., Veldman, I., & Wubbels, T. (2009). Teachers’ practical knowledge about classroom management in multicultural classrooms.Teaching and Teacher Education, 25(3), 453-460.
