The Teacher-Student Relationship and the Efficiency of Interaction Among Students for Learning in Schools

Posted on Aug 6, 2024 in Social sciences

The Teacher-Student Relationship

Teachers and students have a representation of themselves and build a representation of other aspects such as skills, motives, and intentions.
The sources that teachers and students base their mutual representations on are diverse, including observation, preliminary information, and personal experience.
Representations are not neutral and objective, and they tend to select information that confirms existing representations.
Factors that determine mutual representations include the idea that each has of their own role and the role of the other, stereotypes, and personal experience.

Representations generate expectations about how a joint activity and the results will be.
Expectations are reflected in conduct and relationships, and they can lead to a self-fulfilling prophecy.
Research has shown that teacher expectations can have an impact on student learning outcomes.
The process of self-fulfilling prophecy involves three stages: construction of teacher’s expectations, communication of expectations to students, and students’ reactions to the expectations.
Factors involved in the different stages of expectations determine the probability of a student’s conduct and its results confirming the initial self-fulfilling prophecy.

Cooperative organization: Goals of participants are closely linked, and the reward each participant receives is directly proportional to the results of group work.
Competitive organization: One participant reaches the goals if others do not reach them, and only one member of the group receives the ultimate reward.
Individualistic organization: There is no relationship between the goals that participants intend to achieve, and participants are rewarded based on the results of their personal work.

The superiority of cooperative learning situations does not appear in all studies and is affected by several variables.
Ways of organizing student activities include tutoring among equals, cooperative learning, and collaboration of equals.
The three forms of organization of cooperative learning situations differ in terms of equality and mutuality.

Praxic and symbolic aspects are inextricably linked.
Body scheme is the representation we have of our body, its different segments, and its possibilities for movement and action.
This representation is built as a result of experiences conducted with the body.

Perceptual: Provides evidence about the different body segments.
Motor: Provides information about our possibilities for action.
Cognitive: Integrates all this information into a coherent and integrated representation.
Linguistic: Helps distinguish the different parts of the body with their verbal labels.

Body scheme is not a matter of all or nothing.
The full development of the body scheme occurs between the ages of 2 and 6, with increased quality and perceptual discrimination in relation to the body.
At the age of 5, a true construction of the body-self is given, with contents being articulated and consciously integrated into a whole.
The process of lateralization provides stability.
The process of building the body scheme culminates between the ages of 7 and 8, involving exploration of the body, awareness of one’s body, coordination, structuring, and integration into a comprehensive and coherent representation.

Reality is conceived as a subset of the possible: Adolescents can consider possible situations and determine a particular aspect of reality, which may be due to a number of factors.
Hypothetical-deductive character: Adolescents use abstract forms of hypothesis testing and formulate a range of possible explanations to then subject them to testing by empirical confirmation.
Propositional character: Intellectual work is done with representations of facts and possibilities, and language plays a key role in formal thinking.