School is recognized by sociologists and social psychologists as second to family; as an agent of socialization. School provides climate and process where children are introduced and ‘’indoctrinated’’ into appropriate behavior expected by the society in which they live. School provides knowledge of past and present, vocational skills, exposure to values and cultural attitude through teaching and learning situations.
For teacher, classroom behavior is guided by personal ideas about teaching and interpersonal skills, familiarity with demand of the subject, professional knowledge and educational experience and expertise so teachers’ role remains unique.
Classroom is a social setting where teachers and students come in contact. Classrooms are highly verbal. The teacher gives directions, defines norms, set expectations, makes assignments, explains ideas, offer reassurance, hears answers and provides evaluations. Teacher acts as decision maker; for example: whether an answer is correct or wrong, he should praise a student or not. So, it is the teacher who has to make moment-to-moment decisions.
Factors influencing teacher behavior
Usually teachers have similar experience in classroom; however, distinctive behavior should be considered as well. Basically, there are few common facts about teachers that influence the behavior of kids displayed in the shape of student teacher interaction. The temperament and disposition of the teacher and teachers own commutative history and interpersonal skills also influence the behavior of the kids. Teacher being adult has rich background of social relationship with other people and that is what students learn from a teacher. Some teacher by temperament, are warm relaxed while others are cool and distant. Apart from the personal background of a teacher, the training and the teacher program that they underwent also influence the behavior and temperament of a teacher. Depending upon the institute they were trained at, the style and nature of teaching may differ.
Teacher Student Interaction
If we desire to analyze the ways in which teachers and pupil define the situation and develop classroom interactions, then we have to consider characteristics which are peculiar to interaction between teachers and pupils. Perhaps the most striking feature of the world of classroom is that pupils are compelled to present in school. Most interactions are not made freely by the participants. If interactions is unattractive or unsatisfying, teaching effectiveness goes away, and dropouts happen if it exits for longer periods. If pupil does not quit school, bad teacher student interaction leads to messed up phycology of a student.
The teacher usually interacts with people through speaking or physical contact or both. A problem is presented through printed material, orally discussed or demonstrated physically. Teacher also interacts through gesture. Appearance also counts for interaction; poorly dressed teacher develops poor interaction with students. Students usually have same pattern of interactions as the teacher. Thus, if teachers want their student to be neat and active, they must themselves be neat and active.
Interaction strategies are teaching techniques that rely heavily on discussion and sharing among participants. Students are active during the learning process in clarifying their own thinking and sharing their ideas with one another. In situations where group interaction is used, the purpose of learning, activity is to stimulate thought at the highest cognitive levels by filtering new knowledge and concepts through prior experiences. Interaction strategies also promote depth in the learner’s mental processing. The challenge of applying new knowledge to problem, raised by peers or of interpreting it in terms of one’s own experiences promote deep processing of information which in turn leads to improved retention and recall of information.
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