Teacher socio‐communicative style as a correlate of student affect toward teacher and course material

Wanzer, Melissa Bekelja; McCroskey, James C.

doi:10.1080/03634529809379109

Cited by 89 publications

(51 citation statements)

References 32 publications

(26 reference statements)

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“…Students of misbehaving instructors perceive their instructors as less credible (Banfield, Richmond, & McCroskey, 2006;Teven, 2007); they also report lower affect for their teachers (Teven, 2007); resist more (Goodboy & Bolkan, 2009); evaluate instructors negatively (Schrodt, 2003;Wanzer & McCroskey, 1998); are less satisfied with communication (Goodboy & Bolkan, 2009); and are less motivated to communicate for relational, participatory, excuse-making, and sycophancy reasons (Goodboy, Myers, & Bolkan, 2010). Students of misbehaving teachers are less motivated (Christophel & Gorham, 1995;Goodboy & Bolkan, 2009;Gorham & Christophel, 1992;Gorham & Millette, 1997;Myers, 2002), and this finding has been validated cross-culturally (Zhang, 2007).…”

Section: Teacher Misbehaviorsmentioning

confidence: 53%

Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors

Horan¹,

Raposo

Carton

2014

Communication Quarterly

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Section: Teacher Misbehaviorsmentioning

confidence: 53%

Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors

Horan¹,

Raposo

Carton

2014

Communication Quarterly

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“…Cabe mencionar dentro de esta línea de identificación de patrones, un tercer grupo de trabajos, los de McCroskey et ál. (2006), quienes proponen cuatro dimensiones para la descripción del comportamiento comunicativo de los profesores: a) el grado de claridad de las expresiones producidas por el profesor, b) su grado de su cercanía psicológica con los estudiantes, c) su grado de asertividad o control activo de contenidos y acciones de la clase, y d) el grado de receptividad frente a los intereses y necesidades de los estudiantes (McCroskey et ál., 2006y Wanzer y McCroskey, 1998. Como se observa, se trata de escalas continuas en donde el comportamiento comunicativo del profesor puede ubicarse.…”

Section: El Estilo De Comunicación Del Profesor En El Aulaunclassified

El estilo de comunicación y su presencia en el aula de clase

Uribe

Martínez

2017

Revista Folios

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El estilo de comunicación y su presencia en el aula de clase Communicative style and its presence in the classroom Ángela Camargo Uribe Christian Hederich Mar t í nez * ResumenEste artículo explora la posibilidad de identificar estilos de enseñanza sobre la base de diferencias en el comportamiento comunicativo de los profesores, diferencias que resulten observables en el estilo lingüístico de su discurso en el aula. Para hacerlo, presenta una revisión de los trabajos sobre estilos comunicativos desde las perspectivas cultural, genérica e individual. Finalmente, ubica la propuesta en el contexto de los estudios sobre la comunicación en el aula de clase, específicamente, los trabajos sobre el discurso del profesor durante su labor pedagógica. Palabras claves:Diferencias individuales, estilo de comunicación, estilo de enseñanza, discurso en el aula, diferencias culturales. AbstractThis paper explores the possibility of identifying teaching styles on the basis of differences in teachers' communicative behaviors, that have an expression in observable differences in teachers' linguistic styles. In order to do that, a review of papers on communicative styles from the cultural, generic and individual perspectives is made. Finally, the proposal is considered in the context of the studies on classroom communication, specifically, the studies on teachers' patterns of language use in the classroom.

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“…In comparison with huge number of researches concentrating on positive teacher-student communication, there are very few studies which focused on negative teacher communication behaviors [41]. Moreover, traditional educational approaches and reforms tend to focus on curriculum and curricular aspects, neglecting the importance of an effective teacher-student interaction [32].…”

Section: Teacher-student Relationshipsmentioning

confidence: 99%

“…For instance, acceptance, care, encouragement and approval from a teacher may enhance selfesteem and self-evaluation of the students [32]. Some personal features and qualities of teachers' which influence the effectiveness of teacher-student relations are positive affection [14], warm attitude [17], tact of teaching [39], teacher immediacy and teacher power [36], teacher assertiveness and responsiveness [41], low differential treatment [7]. The absence of any of these qualities might affect teacher-student relations in a negative way in terms of educational, psychological, and somatic outcomes [32].…”

Section: Teacher-student Relationshipsmentioning

confidence: 99%

Positive Interaction in an Inclusive Education: Manifestation of the International Child Development Programme (Icdp)

Suleymanov¹

2016

Obraz. nauka

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Abstract. Kind relation between a child and caregiver (parent, teacher) is a critically vital point for psychological development of children. Better relations also contribute to the child's healthy growth and intellectual, social and emotional development. Fundamental caregiving skills function as particularly important contribution to the quality and effectiveness all caregiving. In order to facilitate full development of a child, it is important that the caregiver have a positive conception of the child. In other words, a caregiver should regard a child as a person with potential for development. From this perspective International Child Development Programme (ICDP) functions as a resource-based communication and mediation approach which trains caregiver to develop a positive conception of their children and gain wider and deeper insight and confidence about their responsibilities and roles. Based on the themes of ICDP, the current research studied the quality of positive interaction between teacher assistants (TA) and children with special needs (CSN) in an inclusive primary education in Azerbaijan. The findings suggest that some elements of ICDP approach exist in teacher-student interaction. However, these interaction patterns are unprofessional and need development through relevant in-service trainings.Methods. In this research a case study design of qualitative research was used to investigate teacher assistants' (TA) understanding of positive attitude and how they establish positive relations with the students with special needs whom they take care of. As for the research method, the case study will adopt triangulation, a multiple methods of data collection which will include interview and observation to extend confidence in its validity and improve the quality of the data and accuracy of the findings.Results. Comparative analyses of triangulation data demonstrate that TAs' performance within the context of teacher-student positive interaction lags behind their conception of positive interaction patterns. That is to say, TAs spoke confidently, although unprofessionally, of the elements of positive interactions but did not demonstrate the same fully in their behavior. As observation data signified, Positive interaction in an inclusive education: manifestation of the international child development programme (ICDP)Образование и наука. 2016. № 3 (132) 157 the main reason of this, is that TAs lack professional techniques and skills for establishing positive interaction patterns.Scientific novelty and practical significance. Scientific novelty of the study indicates that positive interaction between teachers and pupils appears as an important factor in terms of emotional and cognitive health of children. The current study underlined once more the lack of some important features of professionalism in the teaching activity of the participants involved in the research. Moreover, the result of the research signifies that ICDP themes do not manifest fully in teaching process which was the target of this resear...

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Teacher socio‐communicative style as a correlate of student affect toward teacher and course material

Cited by 89 publications

References 32 publications

Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors

Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors

El estilo de comunicación y su presencia en el aula de clase

Positive Interaction in an Inclusive Education: Manifestation of the International Child Development Programme (Icdp)

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