Various pedagogues have concluded, through numerous researches, that the teaching qualities of teachers and strategies are crucial for the development of student relationships as well as the social climate in the class itself. Positive personal relationships in the classroom were found to depend on the ability of the classmate to connect and reconcile students’ behavior, to accept them emotionally, to understand their needs, problems, and aspirations. The teacher creates a particular atmosphere or climate in the classroom. His personal qualities, adopted value system, and temperament significantly encourage a certain degree of interaction as well as collaboration and also affect the quality of students’ experiences.
The Teacher Profession is one of the oldest calls that has its roots in the pre-school years as an institution. Each society selects the people for this call who are trusted and respected in the community. It is precisely from the personality of the teacher that the quality of pedagogical knowledge acquired will be successfully implemented through practice. Teachers are the ones who significantly contribute to the development of the young person, help the students to discover their qualities, abilities, skills, that is, they are the ones who significantly influence the formation of the student’s opinions, attitudes, and system of values.
A distinction should be made between the qualities a teacher possesses and the teacher’s educational styles. The teaching strategies that a teacher uses when working in a classroom dramatically influences the relationship he or she builds with students and is directly related to how students will perceive the teacher. Therefore, it is important to look at the three commonly used teaching strategies that are recognized in teaching:
– Authoritative (autocratic),
– Indifferent (laissez-faire).
How Does Different Teaching Strategies Affect the Teacher and Student?
With the autocratic teacher, students are left with little space to act independently, to express their own opinions, or to be involved in any kind of decision making. This type of teacher organizes work so that he makes decisions about everything, often criticizes and rarely praises students, engages strict classroom rules, and stifles every form of initiative with students. This attitude of teachers adversely affects student behavior, disrupts the social climate in the classroom, disrupts companionship, and creates unhealthy competitions among students. In some cases, the students with whom this is done often become restrained and dependent, and aggressive.
A Democrat-minded teacher cares for his students and encourages their independence and initiative. He creates a healthy work atmosphere where students want to collaborate and help each other. The teacher considers himself an equal member of the community. Decisions regarding the functioning of the class are made with the students’ opinions in mind. The best learning results are achieved in this atmosphere.
Indifferent teachers do not like their jobs, they are not interested in their students, and they do not maintain discipline in class and do not bother to transfer knowledge and information. Under this kind of guidance, students achieve the worst results, become disinterested and apathetic. In this case, the teacher is a more passive observer who does not try to motivate his students or actively involve them in the work of a class.
The bottom line is the quality of the teacher-student relationship. This is more important than what the teacher teaches, how he does it, or who he wants to convey knowledge to.
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