Academic literature on the topic 'Teacher-student relationships. Interaction analysis in education. Praise'

Teacher interactions with handicapped and nonhandicapped students in 38 mainstreamed classrooms were observed using an interval time-sampling procedure and behavioral categories derived from the Brophy-Good Teacher-Child Dyadic Interaction System. Six aspects of teacher-student interactions were considered: Academic Questions, Extended Feedback, Praise, Criticism, Work Interactions, and Total Amount of Interactions. Results of discriminant analysis indicated that handicapped students received fewer questions and were provided with less teacher feedback than their nonhandicapped peers. It was concluded, therefore, that mainstreamed handicapped students were less involved in academic exchanges than the nonhandicapped subjects.

This article discusses Jami 'al-Azhar as a center for the knowledge study and the holistic interaction of teacher-student relationships. On the other hand, the position of teachers continues to be marginalized in the digital era. Hence, it is pivotal to look back at the teacher-student relationship that has prevailed in the history of Islamic education, especially in Jami 'al-Azhar. The research methodology employed literature review with a historical approach through primary and secondary source analysis. This study found that Jami 'al-Azhar was a center for the Islamic studies and study of science, initially aimed as propaganda for the Kingdom of Fathimiyah to perpetuate Shi'i understanding. However, the rank continued to develop to give a role as a center of thought and knowledge that gave birth to scholars from various schools of thought. One of its uniqueness as a center for the study of science is to perpetuate the interaction of teacher-student relationships in various traditions. Among the most prominent traditions are sanad, ijazah, suhbah, and talaqqi. Therefore, it can be concluded that the practice of teaching at Jami 'al-Azhar is manifested through the knowledge geneology and mentor system

Research studies in education that focus on classrooms and school-level learningenvironments have escalated and produced promising findings that lead to enhancement of the teaching and learning process. The present study reports on the research findings on associations between students’ perceptions of their teacher interaction, classroom learning environment and students’ outcomes. A sample of 946 students from 43 classes in Indonesia schools completed a survey including the Questionnaire on Teacher Interaction (QTI), What is Happening in This Class (WIHIC) and a scale relating to their attitude towards mathematics classes. Statistical analysis shows that the reliability and validity ofthe WIHIC and the QTI were confirmed. Cronbach alpha coefficients ranged from 0.66 to 0.85 and from 0.62 to 0.92 for the actual and preferred versions of the Indonesian version QTI, respectively. For the Indonesian version of WIHIC, Cronbach alpha coefficients of seven scales ranged from 0.80 to 0.91 for actual version, and from 0.78 to 0.92 preferred versions. The relationships of classroom environment and interpersonal teacher behaviour with students' attitudinal outcome were identified. Finally, suggestions on the use of the two instruments for teacher professional development were offered.

As mundane and empty expressions as they may seem, greetings are necessary social behavior for the establishment and maintenance of interpersonal relationships no matter what setting they occur in or who the interlocutors are. We hypnotized that greeting behaviors may especially be beneficial with college students in academic contexts. With a socio-pragmatic perspective in mind, the present study investigates the importance of caring classroom behavior between college students and teachers. Quantitative analysis elicited from online questionnaires analyzed via SPSS in search of significance across variables, such as gender, age, and social status, showed both students and teachers strongly believe that exchanging greetings are a crucial part of classroom interaction as it leads to the overall success of the relationship between them. In an era of achievement-oriented education, students are expected to pave their way efficiently towards potential professional levels needed in the job market. It is therefore essential that research exploring, even the most mundane aspects of teacher/student interaction, helps in tailoring to the students’ needs and interests.

Music institutions predominantly utilize the one-to-one lesson in developing and supporting music students’ learning of skill and knowledge. This article explores the effect that interpersonal interaction plays in shaping pedagogical applications between teacher and student. Observing the learning of improvisation within this individualized social context, dynamic systems theory (DST) is used to explore how learning and development of musical improvisation skills are shaped by interpersonal behaviors and learning relationships. Through the dimensions of teacher “action” and “affiliation”, this phenomenological study investigates the interactive behaviors of five expert Australian educator/improvisers and their students. Interpretative phenomenological analysis is utilized to identify modes of behavioral interactions that evolve through dynamic and fluid interplay. Interactive behavior positions and facilitates the delivery of skill, knowledge, teacher attitudes and understandings of the improvisation process. An interpersonal model of behaviors within the instrumental music lesson is posited, and implications for ongoing critical reflection of interpersonal and pedagogical approaches in the one-to-one context are suggested.

The article is devoted to the comprehension of the philosophical and methodological foundations of the theory and practice of education. The focus is on the phenomenology of the "vital world" (E. Husserl) and "being-in-the-world" (M. Heidegger). Implantation of these phenomenological ideas into the fabric of educational discourseserves the purpose of revealing the possibilities of phenomenology in the study of the educational space. The subject of the study is the everyday educational reality, as well as those meanings and meanings that have a reality in the mind of the teacher and student. Particular attention is paid to the description of multiple ways of understanding the space in which teachers and students are immersed. The method of hermeneutic phenomenology used by the author makes it possible to demonstrate the heuristic and fruitfulness of addressing the idea of a "vital world" in the analysis of educational reality.In conclusion, the author comes to the conclusion that for the specificity of human being lies in his "life world" (or in "being-in-the-world"), then the teacher and student can be screened from each other by their own space-time, and itself "Resettlement" of pedagogical relationships is discrete. In this regard, pedagogical interaction will become a meeting of the student and the teacher only when it finds support in the value-semantic structures that make up the life world of the students, their being-in-the-world.

This article presents an empirical study of the image of the teacher in the representation of modern students in the conditions of the educational process. The article substantiates the relevance of the study of the features of the teacher's perception by students. A wide review of the literature sources that reflect this issue is carried out. The purpose of this study is to generalize some of the results of the study of socio–pedagogical perception as an integral part of the educational process. The article reveals the features of social perception and its impact on the effectiveness of interaction between students and teachers in educational activities. The most significant qualities of the teacher for students are revealed both at the initial stage of communication with him, and in the process of further interaction. The most significant for students are such pedagogical qualities as the ability to transfer knowledge in an interesting way, professionalism in work, high intelligence, education and competence. Respondents assign an important role to the communicative qualities of the teacher (for example, the ability of the teacher to communicate and build friendly relations with students based on the principles of trust and partnership). The traditional role of the teacher as a translator of knowledge has been reduced. The role of the teacher as a professional person increases, which helps the student to develop a certain system of values and views. Use in the study of factor analysis allowed to reliably identify personal and professional qualities of the teacher relevant to the student, and describe the set of likely causal relationships between input variables. The main results of the study are presented in the tables. The results of the research can find further practical application in pedagogy, in pedagogical and social psychology, and are also necessary for the pedagogical improvement of the educational process.

The article presents an analysis of the survey results of the students’ parents of studying on the conceptual basis of the New Ukrainian School. The survey of respondents was conducted as part of a Nationwide study of the implementation of the NUS Concept in general secondary education institutions through questionnaires, the results were processed and visualized using graphs and charts. The survey of parents of students focused mainly on the pedagogy of partnership, on what the student feels during lessons, whether he likes to go to school, what are the relationships with classmates and the teacher, and so on. The results of the research also showed what skills and abilities the student acquired after the end of the 1st grade and how the communication between parents and teachers took place during the school year. This study was conducted for the first time, so the collected statistical information will serve as a starting point for further monitoring studies on the introduction of the conceptual foundations of the New Ukrainian School in educational practice. Similar studies are planned to be conducted in the future, in particular to identify trends in educational reform. Among the main results of the survey should be noted the generally positive attitude of parents to the reform of NUS and its support. This is supported by the fact that most parents of students note the positive educational results of their children, the creation of a positive psychological microclimate within the educational teams, which contributes to student satisfaction with learning. Based on the analysis, it was found that there is no significant difference in the number of parents satisfied with the results of their children’s education, in terms of “village/city”. The conducted correlation analysis showed that the level of parents’ satisfaction with the results of students’ education does not depend on the degree of their awareness in the NUS reform. Also, according to the results of the research, no connection was found between the awareness of parents of students in the NUS reform and trust in the school/teacher; interaction of parents with the teacher on the child’s success and parents’ satisfaction with learning outcomes; parental responsibility for the child’s development and student learning outcomes.

The article describes modern pedagogical technologies of teaching a foreign language in primary school and examines their impact on the development of various competencies of primary school students. The authors emphasize that information and communication pedagogical technologies help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of younger students, their level of education. And also modern pedagogical technologies as a systemic holistic means of restructuring activities make it possible to improve the quality of the educational process, to solve the problems of personality development. Purpose – analysis of modern educational technologies used in English lessons. The current system of training primary school teachers requires a revision of its structure, organization, relationship with school practice and innovative processes in the education system. Therefore, the article proves that an important part of the educational process should be the use of new pedagogical technologies in improving the quality of training of specialists at the university, providing the possibility of self-development of the teacher's personality, increasing his creative abilities and improving the educational process. The study used a descriptive method, analysis and synthesis methods. The authors of the article call the development of the student's personality (moral and cognitive) and the complex of abilities for successful interaction with the polycultural and multilingual world around him as the goal of foreign language education in primary grades. Therefore, it is important that the future primary school teacher, in accordance with the requirements of the state educational standard, has formed the knowledge, skills and abilities necessary for the application of modern pedagogical technologies. At the present time, when a new education system was created, focused on the world educational space, changes in the educational process changed the paradigm of education, updated the content of education, formed a new approach, new relationships.

Contemporary changes in the whole system of education and training require the teacher to be a person of trust, educator, counselor, friend, organizer, coordinator, associate, innovator, assessor, mentor; in another words, a contemporary and modern person. In the modern school (even more in the future) the role of the teacher is far wider. He needs to be active in school, outside of school, within free activities, as well as cultural and public activities of the school. A good teacher does not resist the influence of a student, because his or her extremely responsible role can be successfully achieved, if they work well with them. To cooperate in this context does not mean that only the teacher listens to the student's suggestions, although that is also very important, but cooperating means accepting the student's proposal, if they are objectively acceptable or explain why a particular proposal cannot be realized. It is not possible to work well and democratically in the classroom if the student's influence is not accepted. If the teacher's behavior and style of work are not necessarily limited to the work and behavior of a student, then there is no interaction, and the teaching process must be an interaction. Changes in the society affect school changes, and changes in school play the most important role in changing the position of the teacher and his role and the style of work in the teaching process. The survival and future of the school is reflected in its educational role. In order for a teacher to be an educator, to fulfill his or her educational role, he/she must love or sympathize with the kids, respect their opinion, encourage them to achieve good results, but also to share with them possible misunderstandings and failures. The success and superiority of teachers as educators depends more on the quality of the relationships established, and less on the knowledge of the subject being taught, even though this component cannot be ignored.Thanks to the good work style, the teacher can achieve better results in the educational process. This does not only apply to the choice of working methods, but the style of work is reflected in the overall individual pedagogical practice of teachers. In the style of work the teacher expresses his / her independence, creativity, initiative, democracy or authoritarianism, lack of competence, irresponsibility. In modern school, children need to play a central role, and the school should become a place where they are exploring, examining, solving problems and to lead them to a deliberate dialogue. Students need to experience the school as a place where the child develops in cognitive, emotional and social sense, and where the child's motivation to work is at a high level. Active teaching (active learning, active school) is an original pedagogical creation based on theoretical settings and practical attempts of transformation of a traditional school into an active school, i.e. a school in which both the student and the teacher have an active role. Thinking about active learning is inspired by the works of Kerenstahner (work school), Laj, Dekrol (school for life and life), Klapard (school by sea), Djuij (pragmatic conception), Montesori, Fereira (active school) Frenoa, Dalton plan, Vinteka-plan, etc. The summary of their research endeavors and theoretical endeavors, aimed at constituting an active school, is the following Piaget's statement, which for active teaching has an absolute programmatic meaning: "In one of the words, the basic principle of active methods should be inspired by the history of science and can be expressed in the following way: Something means self-discovery or reconstruction through re-discovery and it is necessary to adhere to that principle if in the future we want to shape people who will be capable of producing and creating and not just repeating what already exists. " To reach a comprehensive and precise concept of active learning, the activity of children in the learning process is of paramount importance. From the cited Piaget's theoretical point of view, for the active learning, three are very important elements: An important component of activity as an internal (mental) activity is defined: this activity (or at least one of its, important for school learning) is the passage through the intellectual processes through which it came to science when it came to discoveries and finds. So, the student briefly reconstructs these thought processes; The object of thought activities is not only their own immediate experience but also the intellectual content of certain scientific disciplines; The basic goals of school learning through active methods are: a good understanding of what is in science but also the adoption of intellectual arts for productive and creative activities. The traditional school works on pre-defined plans and programs and the goal of the curriculum is to adopt the program. The basic teaching method is the lecture (verbal transfer of knowledge) with the occasional use of teaching resources. The student has a mostly passive role of a listener who has to understand, remember and reproduce the compulsory material. Evaluation, whether verbally or in writing, consists in verifying the measure in which the required degree has been adopted. Learning motives are largely external to nature (appreciation, praise, reward, punishment ...) In a traditional school, the child is looked upon as a pupil, that is to one who should, with understanding, repeat the course more profoundly. An active school is more focused on a young man who is treated as a whole person whose intellectual potentials need to engage more in the teaching process. The active school is based on compulsory education standards based on which the orientation plans and work programs are designed. Such access also implies a part of teaching that is flexible and varies depending on the student's interest. Learning motivation is personal (internal). In teaching, active learning methods are based on work and intellectual engagement of students and research activities. The goal of an active school is not only the adoption of a curriculum, but also the versatile personality development of students. The active school evaluates not only the degree of competence of the knowledge defined by the educational standards, but also the progress of the children in comparison with the initial situation, the motivation and interest of the students for work and activity, the development of the personality and the satisfaction of the student's teaching that is realized.

Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xii, 114 p.; also includes graphics Includes bibliographical references (p. 87-94).