Some relationships between pupil behavior and certain teacher characteristics.

Abstract

"Relationships between trained observers' assessments of (a) classes of pupils and (b) the teachers of those classes, relative to selected dimensions of pupil and teacher classroom behavior, were studied. For elementary school classes, high positive relationships were noted between observers' assessments of "productive pupil behavior' . . . and observers' assessments of previously identified patterns of teacher behavior . . . . For secondary school classes, low positive relationships appeared to obtain between productive pupil behavior . . . teacher behavior, with a tendency for the stimulating, original teacher classroom behavior pattern to show a slightly higher correlation with pupil behavior than the understanding, friendly or the organized, businesslike teacher behavior patterns."

The relevance of oral language development to classroom teaching

“…The Christenson study (1960) shows that students' vocabulary growth is greater under a teacher who rates high on what the study calls a "warmth scale." Both Lippett and White (1958) and Ryans (1961) show that authoritarian teaching turns off talk. The Rosenthal and Jacobson study, Pygmalion in the Classroom (1968), even suggests that much of what your pupils will learn is of the order of a, self-fulfilling prophecy, and that you are the prophet, not your students, their parents or their peers.…”

Възможности За Развитието На Висшите Творчески Способности При Децата В Условията На Специално Организирана Образователна Среда

“…Класическите изследвания, проведени в началното училище, показват, че продуктивното поведение на децата (готовност за отговор, устойчивост на вниманието, уверенност в себе си) е тясно свързано с дру-желюбността, със сърдечното отношение, с емпатията и разбирането от страна на учителя (Ryans, 1961).…”

Inventory estimated teacher characteristics as covariants of observer assessed pupil behavior.

“…In an earlier report, Ryans (1961) presented classroom observation data indicative of: (a) among elementary school classes, high positive relationships between observers' assessments of "productive pupil behavior" (e.g., assessments presumed to reflect pupil alertness, participation, confidence, responsibility and self-control, initiating behavior, etc.) and observers' assessments of previously identified patterns of teacher behavior which seemed to refer to understanding, friendly classroom behavior; organized, businesslike classroom behavior; and stimulating, original classroom behavior; and (b) among secondary school classes, low positive relationships between productive pupil behavior and the above named categories of teacher behavior, with a tendency for the stimulating, original teacher classroom behavior pattern to show a slightly higher correlation with pupil behavior than the understanding, friendly or organized, businesslike teacher behavior patterns.…”