Teacher–Student Interaction

Many of us, particularly those of us how have chosen education as a profession, can think back to a teacher who was exceptionally influential in our school experience or even in our life’s direction. If you have memory of such a teacher, hold his or her qualities in mind... Now, you probably learned a lot of subject matter from this teacher, and this teacher was likely very knowledgeable, but chances are that these are not the reasons why this teacher made such a difference. Chances are that this teacher’s exceptionality lies with how he or she interacted with students. The fact is that a definite thread of similarity runs through teacher preparation programs; teachers generally enter the classroom with comparable training in content and pedagogy. The way that teachers interact with their students is a prominent factor in differentiating one from the next in terms of impact. Individual personality plays a sizeable role in determining a teacher’s particular style of interaction in the classroom. Nonetheless, an awareness of important aspects of interaction can guide one in becoming the kind of teacher who influences the lives of students beyond simply matters of subject matter. In this chapter, I will detail three of such aspects – basic styles of teacher-student interaction, the importance of positive interaction, and barriers to effective interaction.

[1]  Vern Jones,et al.  Comprehensive Classroom Management: Creating Communities of Support and Solving Problems , 1997 .

[2]  J. Cangemi,et al.  Social Learning Theory: The Role of Imitation and Modeling in Learning Socially Desirable Behavior. , 1979 .

[3]  M. Lepper,et al.  Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. , 1996 .

[4]  E. Skinner,et al.  Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. , 1993 .

[5]  E. Alerby.  ‘During the break we have fun’: a study concerning pupils’ experience of school , 2003 .

[6]  M. Rowe,et al.  Teaching science as continuous inquiry , 1973 .

[7]  Betty Zan,et al.  Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education , 1994 .

[8]  K. Wheldall,et al.  How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers’ opinions about their initial training with special reference to classroom behaviour management , 1993 .

[9]  S. Drudy,et al.  Gender Effects in Classroom Interaction: Data Collection, Self-Analysis and Reflection , 2002 .

[10]  H. Walberg,et al.  What Influences Learning? A Content Analysis of Review Literature , 1990 .

[11]  S. Shamai,et al.  Teacher-student classroom interactions: the influence of gender, academic dominance, and teacher communication style. , 1998, Adolescence.

[12]  R. Baumeister,et al.  The need to belong: desire for interpersonal attachments as a fundamental human motivation. , 1995, Psychological bulletin.

[13]  Alfie Kohn,et al.  What to look for in a classroom , 1998 .

[14]  E. Pomeroy.  The Teacher-Student Relationship in Secondary School: Insights from Excluded Students. , 1999 .

[15]  J. Finn,et al.  The “Why’s” of Class Size: Student Behavior in Small Classes , 2003 .

[16]  Kristin E. Voelkl.  School Warmth, Student Participation, and Achievement , 1995 .

[17]  Jere Brophy,et al.  Teachers' communication of differential expectations for children's classroom performance: Some beha , 1970 .

[18]  Jean A. Baker.  Teacher-Student Interaction in Urban At-Risk Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School , 1999, The Elementary School Journal.

[19]  D. Baumrind,et al.  Harmonious Parents and Their Preschool Children. , 1971 .

[20]  J. Hughes.  Authoritative Teaching: Tipping the Balance in Favor of School Versus Peer Effects , 2002 .

[21]  F. Sava.  Causes and Effects of Teacher Conflict-Inducing Attitudes towards Pupils: A Path Analysis Model. , 2002 .

[22]  N. Rathvon.  The Effects of Encouragement on Off-Task Behavior and Academic Productivity. , 1990 .

[23]  J. Dovidio,et al.  On the Nature of Contemporary Prejudice: The Third Wave , 2001 .

[24]  Peter Sacks.  Standardized Minds: The High Price Of America's Testing Culture And What We Can Do To Change It , 1999 .

[25]  Teacher‐Student Verbal Interaction and Questioning, Class Size and Bilingual Students' Academic Performance , 2001 .

[26]  D. Baumrind,et al.  EFFECTS OF AUTHORITATIVE PARENTAL CONTROL ON CHILD BEHAVIOR , 1966 .

[27]  T. Haladyna,et al.  Continuing Tensions in Standardized Testing , 1998 .

[28]  David C. Berliner,et al.  Collateral Damage: How High-Stakes Testing Corrupts America's Schools , 2008 .

[29]  Daniel Solomon,et al.  Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and Performance: A Multilevel Analysis , 1995 .

[30]  D. Baumrind.  Current patterns of parental authority. , 1971 .

[31]  M. Galton,et al.  The effects of changes in class size on teacher–pupil interaction , 1998 .

[32]  C. Cornbleth,et al.  Teacher Perceptions and Teacher-Student Interaction in Integrated Classrooms. , 1980 .

[33]  A. Kohn.  Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes , 1999 .

[34]  C. Ennis.  When Avoiding Confrontation Leads to Avoiding Content: Disruptive students’ impact on curriculum , 2011 .

[35]  Jere Brophy,et al.  Teacher-student relationships: causes and consequences , 1974 .

[36]  Teacher as Game-Show Host, Bookkeeper, or Judge? Challenges, Contradictions, and Consequences of Accountability , 1992, Teachers College Record: The Voice of Scholarship in Education.

[37]  John A. Zahorik.  Reducing Class Size Leads to Individualized Instruction , 1999 .

[38]  David W. Johnson,et al.  Learning Together and Alone. Cooperative, Competitive, and Individualistic Learning. Fourth Edition. , 1991 .

[39]  Megan Tschannen-Moran,et al.  A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools , 2001, The Elementary School Journal.

[40]  A. Maslow.  Motivation and Personality , 1954 .