Inequality could be addressed in the classroom without taking too much time, effort or money. By making one small change, teachers can make a big difference, says Professor by Special Appointment in Equal Educational Opportunities Lisa Gaikhorst in her inaugural lecture.
When Lisa Gaikhorst discusses the challenges pupils and teachers face, she knows what she's talking about - not just because of her expertise as an educationalist, but also because she herself has been a teacher. 'I did teacher training and went on to study educational sciences because I wanted to learn more about the subject. During my studies, I taught one or two days a week at a primary school in Amsterdam.' Gaikhorst saw how teachers can make a world of difference to pupils. 'But I also saw how many new teachers leave the profession because it's such a difficult job - and at the time there was little support.'
Not at all boring
In her thesis and further academic career, Gaikhorst decided to focus on support for teachers. 'I knew you could have a big impact as a teacher and wanted to see how you could do so on a larger scale. That's what sparked my passion for the research side.'
Gaikhorst is now bringing that passion to her professorship in Equal Development and Educational Opportunities for Children and Young People. 'I used to think I'd find research boring, but I discovered I love applied research in collaboration with teachers, and qualitative research methods like interviews and observations. Research that advances the profession is what I like doing most of all.'
'I discovered that I love applied research'
Expectations increase trust
As a professor, Gaikhorst will focus on equity, the role of teachers and developing successful strategies that can be used in the classroom, in schools and in policy. 'I mainly work with teachers, looking at how they can deal with inequality. A successful approach involves viewing children from a different perspective. Rather than looking at what they can't do, looking instead at what factors play a role in their life, what the teacher can do to empower them and what role the school plays in this.'
In her inaugural lecture, Gaikhorst explains that how teachers approach children is important. 'Pupils from a migrant background or a lower socioeconomic status are often underestimated - not just in the classroom but also in policy and by organisations such as the Inspectorate of Education. Research has shown that if their teacher has high expectations, this can make a world of difference to pupils' self-esteem and achievements, because if the teacher believes in a child, the child believes in themselves too.'
Own talents
Gaikhorst advises teachers to look at what children bring to a situation from their own background. She gives the example of Dwayne, a teacher she met on a project on extracurricular knowledge sources. 'A group of lads kept drumming on the table and disturbing the lesson. Instead of becoming irritated and telling them off, Dwayne heard they had a sense of rhythm and encouraged them to drum and rap. They formed a school band, which increased their self-confidence and status in the classroom and school. 'That attention to pupils' specific situation and what they bring to school is what we call context-conscious teaching, ' Gaikhorst adds.
She understands criticism that it demands more of already overtaxed teachers, but disagrees. 'It's not an extra but an adjustment. I know how powerless you can feel in front of a class. You see that people don't have the same opportunities in our society, and you can't change that. But you can look further, have high expectations and give children the feeling that they count. Then you can make a difference.'
