Student Teacher Interactions
Uploaded by cooksterj on Oct 26, 2011
This paper explores the issues associated with two typical student teacher interactions. (8 pages; 2 sources; MLA citation style.
I Introduction
Student-teacher interactions can result in a good experience or a negative one, and that in turn can have an impact on the learning that takes place. Such interactions are one of the basics of education.
This paper describes two typical interactions, and discusses the theoretical, psychological and social issues associated with them.
II Choosing Typical Interactions
When we think of student-teacher interactions, several come to mind immediately. Probably the most typical occurs when a teacher calls on a student for an answer; another very typical interaction occurs when a teacher disciplines a disruptive student. The second would seem to carry a far more serious potential for harm to the student’s self-esteem than the first, though both must be handled tactfully.
III Calling on a Student for a Response
This routine activity can present some difficulties, because students may feel that teachers are picking on them, playing favorites, or otherwise showing partiality. One source refers to this as one aspect of “interactional fairness” and says that students consider “violations” of interactional fairness very severe. (Whitley, PG). There are five separate aspects to “interactional fairness,” and students expect teachers to adhere to these standards. (The “standards” are not written, but common experience has lead students to expect teachers to adhere to them.)
The five are impartiality, respect, concern for students, integrity and propriety, and we can also explore the theoretical, psychological and social issues associated with each one.
Impartiality is the quality of being impartial; that is, “[S]tudents expect an instructor to treat everyone in the class equally.” (Whitley, PG). In theory, while it’s improbable that any teacher would intentionally favor one student over another, teachers are human and it’s likely that in the normal course of human interaction, they will find young people they like very much and others they don’t like as well. If teachers are not careful their preference for certain students may manifest itself in such things as allowing those students to dominate discussions. (Whitley, PG). Even the appearance of partiality is distressing to many students; Whitley says that studies found that 90% of students thought that favoritism was inappropriate to at least some extent, while 45% thought it was unacceptable under any circumstances. Teachers much monitor their behavior carefully to avoid giving even an impression...