Role of Communication in Classroom Management

Arsenijević, Jasmina; Andevski, Milica; Jockov, Maja

doi:10.1080/09720073.2017.1316613

Cited by 2 publications

(3 citation statements)

References 17 publications

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“…Taking interaction skills into the locus of teacher education and professional development could benefit the teachers' effectiveness (Allen et al 2013) and classroom management (Arsenijevic et al 2017). According to our study, the nonverbal teacher-student eye contact interaction is in relation to the teachers' other methods of conveying communion and agency in the classroom.…”

Section: Resultsmentioning

confidence: 99%

“…Teachers consider positive interaction with students as one of the most important sources of positive emotions (Chen 2016) while experiences of unsuccessful teacher-student interactions correlate with a sense of decreased professional agency (Heikonen et al 2017). Teachers' interaction skills are essential for effective classroom management, deserving to be focused on in teacher education and professional development (Arsenijevic et al 2017).…”

Section: Introductionmentioning

confidence: 99%

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The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

et al. 2020

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Reciprocal eye contact is a significant part of human interaction, but its role in classroom interaction has remained unexplored, mostly due to methodological issues. A novel approach in educational science, multiple-person mobile gaze-tracking, allows us to gather data on these momentary processes of nonverbal interaction. The current mixedmethod case study investigates the role of teacher-student eye contact in interpersonal classroom interaction using this methodological approach from three mathematics lessons. We combined gaze-tracking data with classroom videos, which we analyzed with continuous coding of teachers' interpersonal behavior. Our results show that teacher communion and agency affect the frequency and durations of teachers and students' gazes at each other. Students tend to gaze their teachers more during high teacher communion and low agency, but qualitative and quantitative differences between the teachers and their classes emerged as well. To conclude, the formation of eye contacts is situational and affected by momentary interpersonal changes as well as the qualities of teacher-student interactions.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

et al. 2020

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“…As a result, the instructor must improve student engagement by engaging with them more often during the learning experience and asking what problems they are having (Yuliani, 2021). Teachers' interpersonal skills are critical for effective student learning and should be emphasised in teacher training and development (Arsenijevic et al, 2017). Successful TSI is related to a reduced understanding of social agency (Chen, 2016).…”

Section: Introductionmentioning

confidence: 99%

Unravelling the Psychological Underpinnings of Classroom Dynamics: A Study on Teacher-Student Interaction

Amjad

2023

JDSS

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The study was intended to explore the psychological bases of Teacher-Student Interaction (TSI) in the classroom. Moreover, differences in five psychological bases, emotional, conduct, hyperactivity, inattention, and peer interaction across teachers' gender, qualification, and teaching experience, were also the study's purpose. A cross-sectional quantitative survey study was designed for this purpose. The participants of the study were secondary school teachers from the Gujranwala district. A self-developed Teacher-Student Interaction Scale (TSIS) was used to collect data from 285 respondents. Data were analysed using mean, standard deviation, one sample, independent sample t-test, and Analysis of Variance (ANOVA). It was found that conduct and emotional bases are teachers' most frequently used psychological bases to develop TSI, while peer interaction is comparatively less contributing base. It was also revealed that there were insignificant differences regarding psychological bases across gender and qualification of the teachers. Furthermore, there was a contradiction in using psychological bases like emotional, hyperactivity, and the total scale across teachers' teaching experience. Hence, we suggest that future researchers conduct more in-depth studies on STIs to find the factors that lead to similar bases across gender, qualification, and experience.

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Role of Communication in Classroom Management

Cited by 2 publications

References 17 publications

The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

Unravelling the Psychological Underpinnings of Classroom Dynamics: A Study on Teacher-Student Interaction

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