Communication between teacher and student

Between teacher and student can occur spontaneously some feelings of attraction or rejection, of sympathy or antipathy, acceptance or refusal, etc. The teacher looks for the entire class just as an information transmitter, concerned more over the reception of the transmitted messages and less than affective or emotional dimension of the life or the activities of the class. This condition, along with the feelings of rejection, dislike or refusal, sometimes manifested to some students, it is leading to bad pedagogical relations with negative implications on learning outcomes and overall school education.

A special emphasis  should be placed on the development of moral and psychosocial competence. Moral competence is provided by elements that confer proper function of the teacher’s moral conduct: to know the values and moral norms of society, self-control ability on attitudes and its behavior in any situation, availability of skills and moral habits in accordance with the requirements of the social morality and the teaching ethics requirements, his set up as a spiritual and moral model.

Psychosocial competence involves the teacher ability to take a different role; the possibility to influence easily the people and the student groups, to have the ability to establish relationships with the people around him, sociability, the ability to use the power correctly and also the authority, the possibility to adopt fast different behavior types, etc.

The development of some positive social – affective relations between the teacher and students, based on feelings of sympathy, attraction and acceptance, allows the creation of a favorable psychosocial climate of an efficient cooperation between the participants of the training.

Tips for teachers:

-         get to meet the children and their socio-cultural origin

-         pay attention to class dynamics

-         select and enrich the existing representations

-         start exploring, discovering what children already know

-         you need to communicate effectively to establish awareness of the tasks of teaching.

-         use dialogue; not convey information

-         practice the skill of interpretation and observation of behavior

-         find ways to stimulate the learning processes, differentiated and individualized

We all want to teach well but we do not realize what skills we need.

Often the teaching is a failure because it does not respond the needs, expectations and especially the children’s learning style. However, let’s do not forget to improve our teaching styles during the career through study and practice, by observing other colleagues, by presenting their own style supported by intelligent arguments in the methodical committees and educational circles, in educational partnerships. Without a continuous concern for the individual training or provided by authorized institutions and an interest of knowing the “new”, without active involvement in reform, you remain isolated in the routine and uninformed. The teacher is intended to teach the children to set a goal, then to find solutions to achieve. In the teaching activities, the teacher needs to know what representations have the children already to choose the strategy, to combine the new representations of the existing ones and form clear representation, precise, concise and exciting for new connections.

The child provides information about him constantly. The new contents are learned and communicated through an interactive activity, the children having reactions, opinions, communication and networking skills. The pedagogical theory in which the teacher was seen only as an information transmitter  remains only a metaphor because learning is an interactive student – student communication, student – teacher, teacher – student communication.