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... means for both males and females across all three modes of dress. Traditional business attire indicates a more professional image for both males and females. So, according to the research our teachers are doomed to strict bore clothes. But still there are some studied that can help them not to lose individuality, cause they still continue to be adult people. Arthurs, Jane and Grimshaw, Jean in Women's bodies: Discipline and transgression come over with the idea that all the abovementioned rules must be followed (no shorts, small skirts etc. ), but there must not be special suits, instead of them special interesting fashion for teachers should be created.
Actually students perception also depends on the color of the teachers clothes: Look at a rainbow after rain. How many pleasure, energy it gives what vivacity of spirit and rise of mood, a condition of happiness. Also look, what of these colors are present in the school premises - practically no. Really, iridescent colors are attractive, magnetic. Using system of these colors it is possible to make school attractive for children, joyful. And it is necessary to consider a parity of colors in a rainbow - width of strips (which reflects quantity of the given color).
A lot of red, orange, yellow and gradual narrowing of green to blue, and absolutely slightly dark blue and violet. It corresponds to influencing properties of these colors. Dark colors - dark red, dark green, dark blue, black-violet - possess oppressing property. Every color has its own meaning according to Arthurs, Jane and Grimshaw: Bright shades tone up, excite (the corner, slogans on red). Light colors correspond to birth, youth, force. Pale pastel calms, neutralizes the active beginning, they are harmful for weak.
The golden shade gives pleasure. Pink colors from pale up to sated symbolize love and attachment. Brown deprives individuality, creativity. Dark blue creates sensation of a cold and desire to leave quicker. Orange is a sensation of fast saturation, good mastering and the rest passing in weariness.
Red stimulates on the decision of a problem, raise, tease, if those problems strongly tire. Yellow corresponds to the property of the Sun - calmed, neutral, condition of pleasure and working capacity. Green corresponds to conditions of the nature from spring up to the end of summer, a condition of growth, desire to learn, to incorporate a lot of sunlight. Monotone creates mono conditions. Well chosen colors create sensation of harmony. Illiterately chosen create sharpness, discomfort, weariness, protest.
Using all this knowledge, we make out school premises, the working clothes and frameworks of clothes for children. Ash, J. and E. Wilson in Defining dress: Dress as object and meaning also consider clothes to be a part of the interior influencing perception of people. If the teacher, for example, is in bright red clothes, it tones up pupils, raises their mentality, some people leads up to the condition of aggression, provoking them. Therefore bright juicy red color is more dangerous, than useful, in the suit of teacher.
But if the teacher has red skirt and white blouse with laces, this combination already gives a neutral tone. The dark clothes oppress children, suppressing their pleasure and light. They quickly get tired and are not capable to perceive. The pale clothes allow them to show impudence, rudeness. Grey erases all brightness, news, a holiday. The free flared clothes of the teacher expanded in different places give them sensation of freedom.
If you recollect teachers-tutors of aristocrats times they had the severity and beauty in a suit combined as well as possible. It allowed their wards to be simultaneously close, collected and at the same time not to lose the sense of beauty and harmony of the world around. Therefore selection of the suit for teaching demands some efforts, spirit, and literacy. Leaning of the new is a holiday for human soul. Look what celebratory mood in conditions, clothes, manners creates for you, and try to give that to students.
The teacher should be beautiful, because his appearance strongly influences the perception of his subject. Children always pay much attention to the teachers dress. They are closer, than adults, and notice any details. Modern teenagers, certainly, would like to observe piercing and tattoo on the body of the teacher, but the teacher should adhere to classical style because the school should cast the certain mood. The business suit of the teacher should be simple and elegant. Garishness and brightness are inappropriate.
In my opinion, the teacher cannot aspire to gain cheap authority of children. He plays a role of senior friend, comrade. If the teacher begins to put on the same as pupil does, didactic mission will fail absolutely as manuals will not be valid. By going down up to the level of "regular guy", the teacher will not rise any more.
There are young teachers who carried super jeans, ear-rings in navel. Their pupils at once perceived them nicely but after a while started to pat a shoulder, to invite to drink some beer. And lessons turned to a farce. Banim, M. , & Guy, A. in Why do women keep clothes they no longer wear states, that: educational institutions are serious organizations. The clothes of the teacher should not distract pupils from study.
And consequently elaborate or too elegant (evening) clothes are inappropriate at school. Here there is no place for mini-dresses and decollete, the abundance of a decor (Lurex, fringe) is impossible. Bright and large figures are inappropriate. For a teacher the clothes of quiet tones (dark blue, dark green, brown, Bordeaux), a laconic silhouette, with intelligent figure is good Classical style is welcomed. And in order to look modern it is necessary to add some stylish strokes. Experts offer suit as an ideal variant of clothes.
Trousers are welcomed. It is desirable in a strip. For example, dark blue with thin blue or black with cream. Besides such a suit will hide a maximum quantity of figure drawbacks, "will visually extend" and will make more harmoniously. Under a suit you may add monophonic shirt with fashionable style. And a tie.
This man's accessory will help to look, on the one hand, strictly, and on another - to declare yourself as a stylish person. The silk scarf would play the same role (especially for holidays). Shoes for this suit must be classical and on a steady heel that. A bag should be very capacious - many teachers brought home a lot of copybooks.
The described variant is good for everyday live. At holidays it is possible to depart from the image of strict lady and to afford a few liberties: to change a shirt for more womanly one, to decorate itself with a scarf with more interesting figure or to wear a jacket of fashionable style. So now it is clear that even strict teachers suit can be beautiful. Appearance of a teacher: dress, hairstyle, manicure is one of the first impressions of a young pupil getting in school. So it must not be ignored as well as schools program and interior of the premise. It is well-known that surrounding conditions strongly influence the inner state of a person, his mood, working capacity, force, self-confidence, pensiveness, creative generation of ideas, quantity of absorbed information, etc.
After coming to school a child quickly turns to mass first under the name class, then stream and then school. It is not a collective, it is a mass. A collective is a connection of people, but here a personality either is compressed and hidden, or erased. Everything in the world of the school is stamped from the concept what the pupil is, till the educational process, premise and the appearance of the teacher. Bibliography Allen, A. (1997). Performing the body, creating culture, In K.
Davis (Ed. ), Embodied practices: Feminist perspectives on the body (pp. 41 - 58). London: Sage publications. Grosz, E. (1994). Volatile bodies: Toward a corporeal feminism.
Indianapolis: Indiana University Press Acker, S. (1989). Teachers, gender and careers. New York: Falmer Press. Ahmed, Sara (1998). Differences that matter: feminist theory and postmodernism.
Cambridge University Press. Ahmed, Sara (1998). Tanning the body: skin, colour and gender. New Formations, 34. Arthurs, Jane and Grimshaw, Jean. (1999). Women's bodies: Discipline and transgression.
Great Britain: Biddles Ltd. Laird, S. (1988). Reforming "woman's true profession": A case for "feminist pedagogy" in teacher education? Harvard Educational Review 58 (4), 449 - 463. Ash, J. (1999).
The aesthetics of absence: Clothes without people in paintings. In A, de la Haye & E. Wilson (Eds. ), Defining dress: Dress as object and meaning (pp. 128 - 142). Manchester & New York: Manchester University Press. Banim, M. , & Guy, A. (2001). Dis / continued selves: Why do women keep clothes they no longer wear.
In A. Guy, E. Green, & M. Banim, (Eds. ) Through the wardrobe: Women's relationships with their clothes.
Oxford & New York: Berg. Harbor, B. & Workman, J. (2000). Dress & Appearance Codes in Public Secondary school Handbooks. Journal of Family and Consumer Sciences. 92 (5), 68 - 78 11. Kwon, Y. H. (1994).
The Influence of appropriateness of dress and gender on the self-perception of occupational attributes. Clothing and Textiles Research Journal, 12 (3), 33 - 39. 12. Storm, P. (1987). Functions of Dress, p. viii Workman, J. (1984 - 85). Effects of appropriate and inappropriate attire on attributions of personal dispositions.
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