Foundational aspects of classroom relations: associations between teachers’ immediacy behaviours, classroom democracy, class identification and learning

Kwitonda, Jean Claude

doi:10.1007/s10984-017-9231-3

Cited by 4 publications

(3 citation statements)

References 65 publications

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“…The experimental group's enhanced social behaviour is also the outcome of prosocial language creating positive emotional valence (Rintell, 1984;Pennebaker, 2017;xxx). Further, the teacher's verbal and non-verbal means of communication with vocalic emotions (of love, compassion, gratitude, and admiration) are effective in creating positive behaviours and connecting students and teachers (Sauter, 2017;Kwitonda, 2017). Dewaele (2011) affirmed that regular practice and authentic communication (such as role-plays and subjective experiences) are effective in learning to communicate emotions.…”

Section: Prosocial Language Moulds Emotional Efficacy and Proactivenessmentioning

confidence: 99%

Impact of prosocial and positive emotional languages of teacher on habits of students: Some quantitative empirical evidence

Savekar¹,

Tarai²,

Singh³

et al. 2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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Previous studies have shown that motivation and interpersonal communication between teacher and student contribute to the learning of language. Till date, there is no quantitative study to assess the impact of prosocial and positive emotional contents that influence English learning and modulate the habits of students. This paper examines the effect of prosocial and emotional languages on the habits, attitudes and behaviours of students. Nine habits that are proposed by Covey (2013) related to emotional, productive and proactive were evaluated using an assessment sheet. Comparative analysis of the response scores collected before and after the lectures were carried out (control group, N=14 and experimental group, N=14). Our results showed that prosocial and positive emotional words accelerated the language-learning environment and also brought a positive change in the behavioural habits of students of the experimental group. The reactive behaviours of the experimental group were controlled by using prosocial and positive words. Prosocial and positive emotional languages have a profound effect on the proactive behaviours of students that reinforce greater self-efficacy and facilitate the learning environment. We interpreted these results within the socio-cognitive theory of human behaviour, learning and language processing.

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Section: Prosocial Language Moulds Emotional Efficacy and Proactivenessmentioning

confidence: 99%

Impact of prosocial and positive emotional languages of teacher on habits of students: Some quantitative empirical evidence

Savekar¹,

Tarai²,

Singh³

et al. 2021

Dil Ve Dilbilimi Çalışmaları Dergisi

View full text Add to dashboard Cite

show abstract

“…Students' perceptions of course difficulty and self-reported anxiety related to the course can have negative outcomes for course grades and persistence in the major (24). Research shows that verbal and nonverbal "teacher immediacy" efforts, which serve to break down the perceived interpersonal barriers between students and instructors, can have positive impacts on student attitudes and perceptions of their own learning (25)(26)(27)(28)(29). We can use several prompts to "take the pulse" of our students to understand the emotions and experiences that they are bringing to the course on day one.…”

Section: Section IV Prompts: Taking the Pulsementioning

confidence: 99%

First-Day Info Sheets: A Tool to Prompt Semester-Long Inclusive Teaching

Killpack

Melón

2020

J Microbiol Biol Educ.

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What faculty do and say on the first day of class is crucial to establishing and maintaining an inclusive learning environment for the duration of the semester. First-day information sheets ("info sheets") are commonly used by instructors. By making simple modifications to this tool, we can gather more information about the goals and experiences of our students, the lives of our students outside of our classroom, and how our students' lives may impact their engagement with the course material and course structure. We can also use this information to actively highlight to students that their full selves (names, pronouns, background) belong in our biology classroom. We provide a set of prompts and suggested steps, rooted in the scholarly literature, to encourage and facilitate faculty use of info-sheets as a valuable tool to inform semester-long inclusive teaching efforts.

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“…However, as Nugent [5] states, other classroom interaction can also have a significant impact on motivation and that can go beyond the teacher's influence on students. The teacher's immediate behaviour and establishing an atmosphere of classroom democracy among students is considered to have a significant positive impact on the learning process in the classroom [6].…”

Section: Introductionmentioning

confidence: 99%

The Influence of Teacher Competencies on Student Motivation to Study Accounting at Secondary Vocational Schools in the Czech Republic

Kuchařová¹,

Berková²,

Pfeiferová³

et al. 2019

ujer

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The article is focused on the importance of selected pedagogical factors, which influence the motivation of Czech vocational secondary school students to study accounting. It examines teacher's and student's motivation for various fields of study and levels of education. Determining the key factors influencing motivation is fundamental to gradually improving the learning process. For the purposes of the research, the criteria selected were teacher's communication and presentation skills, teacher's ability to explain the curriculum, teacher's ability to develop thinking in students and teacher expertise. Some 187 students participated in the research that involved completing a questionnaire survey. The data were analyzed using the Kruskal-Wallis test and the modified Tukey method for multiple comparisons at a significance level of 5%. The results are surprising. Pedagogical competencies do not influence student motivation to study accounting compared to other research studies. The different results can be primarily attributed to the structure of the research sample and to the more varied types of secondary vocational schools represented in the study. It will be necessary to carry out further research, expand the sample and examine other factors that may influence motivation, such as intellectual level, academic success, individual ambition, etc.

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Foundational aspects of classroom relations: associations between teachers’ immediacy behaviours, classroom democracy, class identification and learning

Cited by 4 publications

References 65 publications

Impact of prosocial and positive emotional languages of teacher on habits of students: Some quantitative empirical evidence

Impact of prosocial and positive emotional languages of teacher on habits of students: Some quantitative empirical evidence

First-Day Info Sheets: A Tool to Prompt Semester-Long Inclusive Teaching

The Influence of Teacher Competencies on Student Motivation to Study Accounting at Secondary Vocational Schools in the Czech Republic

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