An Interpersonal Perspective on Teacher Behaviour in the Classroom.

Autor/inn/en	Wubbels, Theo; und weitere
Titel	An Interpersonal Perspective on Teacher Behaviour in the Classroom.
Quelle	(1995), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Interpersonal Communication; Nonverbal Communication; Questionnaires; Science Teachers; Secondary Education; Student Attitudes; Systems Approach; Teacher Attitudes; Teacher Behavior; Teacher Characteristics; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Klassenführung; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Schülerverhalten; Systemischer Ansatz; Lehrerverhalten; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper looks at teacher behavior in the classroom and teacher student relationships. The first section describes teacher behavior from an interpersonal perspective and presents a model to map behavior using two dimensions, proximity and influence. Proximity indicates degree of cooperation between those who are communicating; influence indicates who is controlling the communication. The second section identifies five channels of nonverbal teacher behavior: (1) use of the space; (2) body movement and position; (3) facial expression; (4) how long the teacher looks at the students; and (5) the non-content aspects of speech. The third section examines a questionnaire to determine interpersonal style, and describes the classroom environment created by teachers according to their interpersonal profile. Finally, the results of a study of student perception of interpersonal style and effective outcomes for physics teachers suggest that the relationship between students' perceptions of interpersonal styles of teachers and student achievement and attitudes are not identical. Repressive teachers had the highest student achievement scores, but were low in terms of student attitudes. Directive and authoritative teachers were high in both outcome categories. The teachers with disorderly classrooms had students with negative attitudes and low achievement scores. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC