scholarly journals Effect of Teacher-Student Interactions on Inclusion of Learners with Intellectual Challenges in Regular Public Primary Schools in Manga Sub County, Nyamira County

2017 ◽  
Vol 6 (12) ◽  
pp. 1535-1541
Keyword(s):  
Primary Schools ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions

scholarly journals Teachers’ Emotional Expression in Interaction with Students of Different Ages

2018 ◽  
Vol 1 (3) ◽  
pp. 141-157
Author(s):  
Simona Prosen ◽  
Helena Smrtnik Vitulić ◽  
Olga Poljšak Škraban
Keyword(s):  
Primary Schools ◽  
Expressed Emotion ◽  
Average Frequency ◽  
Practical Experience ◽  
School Teachers ◽  
Student Interactions ◽  
Primary School Teachers ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Grade One

Emotions are an integral part of “classroom life” and are experienced in teacher-student interactions quite often (Hosotani & Imai-Matsumura, 2011). The present study focuses on teachers’ emotions in classrooms. Its purpose is to establish which emotions are expressed by teachers in their interactions with students, the triggering situations of the two mostfrequent emotions, and their level of intensity and suitability. Teachers’ emotions were observed by students of primary education during their practical experience work, in grades one to five. They used a scheme constructed for observing different aspects of emotions. The observations of 108 teachers in 93 primary schools from various Slovenian regions weregathered. The results show that primary school teachers express various pleasant and unpleasant emotions, with unpleasant emotions prevailing. The average frequency of teachers’ emotion expression decreased from grade one to five. Anger was the most frequently expressed emotion (N = 261), followed by joy (N = 151). Teachers’ anger and joy were triggered in different situations: anger predominantly when students lacked disciplineand joy predominantly in situations of students’ academic achievement. The intensity of expressed anger and joy was moderate in all five grades, while the assessed suitability of these two emotions was high. 

Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes

2020 ◽  
Vol 90 (1) ◽  
pp. 54-74 ◽  
Author(s):  
MALEKA DONALDSON
Keyword(s):  
Young Children ◽  
Student Performance ◽  
Real World ◽  
Corrective Feedback ◽  
Student Interactions ◽  
Pedagogical Tools ◽  
Practicing Teachers ◽  
School Settings ◽  
Teacher Student ◽  
Teacher Student Interactions

In this portrait, Maleka Donaldson vividly illustrates how two teachers in real-world, public school settings convey their expectations for kindergarten student performance and set the tone for learning from mistakes and feedback. Research in psychology and education has established the benefits of corrective feedback on learning but has not closely examined how practicing teachers respond to mistakes made by young children during day-to-day instruction. Donaldson draws on extended observations of teacher-student interactions to juxtapose the two contexts and reveal divergent techniques that the participating teachers use to frame mistakes and correct answers during instruction. She compares these variations and considers how each teacher's pedagogical tools could be integrated into a mistake-response toolkit that could fundamentally reshape learning from mistakes for kindergarteners.

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