scholarly journals Pedagogical Tactfulness

2020 ◽  
pp. 60-87
Author(s):  
Ann-Louise Ljungblad
Keyword(s):  
Mathematics Education ◽  
Interpersonal Relationships ◽  
Field Work ◽  
Data Set ◽  
Student Relationships ◽  
Face To Face ◽  
Math Teachers ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Upper Secondary

Situated within the field of inclusive mathematics education, this article presents empirical research from a microethnographic study exploring teacher-student relationships. More specifically, the searchlight was aimed at how math teachers relate to their students when they teach. The classroom study is based on a rich empirical data set collected during a year of field work: video-recorded math lessons, observations and dialogues and interviews in six classes. Four math teachers participated together with 100 students from compulsory school, upper secondary school and schools for children with learning disabilities. Based on a relational perspective on teaching, Pedagogical Relational Teachership, PeRT, (Ljungblad, 2018, 2019) a microanalysis was carried out, about how the teacher’s acknowledgement to students emerged in interpersonal, face-to-face communication. Through a relational turn in mathematics education, exploring interpersonal relationships, an extended relational understanding of situated teaching was acquired. The results illuminated how teachers’ pedagogical tactfulness emerged as a pedagogical fundament in inclusive educational environment. The results also highlighted a moment of specific importance in mathematics education: at that second, when the incalculable (Biesta, 2001, 2007) emerges, the teachers refrain from assessment and, instead, listen and create a space for the students to speak with their unique voices. Over time, such a relational teachership creates trustful and respectful teacher-student relationships.

scholarly journals The benefits of good tutor-student relationships in the first year

2019 ◽  
Vol 10 (2) ◽  
pp. 23-33
Author(s):  
Ella R Kahu ◽  
Catherine Picton
Keyword(s):  
Help Seeking ◽  
Well Being ◽  
First Year ◽  
Student Relationships ◽  
Face To Face ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Hands On ◽  
The Face ◽  
Affective Dimensions

Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.

“She Calls Me by My Last Name”: Exploring Adolescent Perceptions of Positive Teacher-Student Relationships

2016 ◽  
Vol 33 (3) ◽  
pp. 332-362 ◽  
Author(s):  
Mark Vincent B. Yu ◽  
Haley E. Johnson ◽  
Nancy L. Deutsch ◽  
Shannon M. Varga
Keyword(s):  
Youth Development ◽  
Interpersonal Relationships ◽  
Personal Development ◽  
Student Perspective ◽  
Student Interactions ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Adolescent Perceptions

Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More research is needed to identify factors that contribute to positive TSRs, especially during adolescence. Utilizing qualitative methods, this study explores adolescent perceptions of TSRs in order to identify and understand key interactions and characteristics of high-quality, positive TSRs. We identified two overarching themes that emerged from our qualitative analysis: teacher noticing and teacher investment. Within these themes, we also examined the role of “free” and “same-level” conversations in promoting positive TSRs. Our findings contribute to research aimed at understanding specific processes that occur within positive youth-adult relationships. Specifically, we find promise in key teacher-student interactions that fulfill adolescents’ developmental needs including autonomy, competence and connection. Our findings emphasize the importance of the student perspective and that capitalizing on positive TSRs during adolescence can be a powerful way to promote positive youth development.

scholarly journals Using ICQ to enhance teacher-student relationships

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
King Yin Shung ◽  
Sue Trinidad
Keyword(s):  
Hong Kong ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Student Relationships ◽  
Face To Face ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Heritage Culture ◽  
Computer Mediated ◽  
Teachers And Students

<span>This research investigated the use of computer mediated communication (CMC) tools to enhance teacher-student relationships in two secondary schools in Hong Kong. This study showed that ICQ (a most popular CMC tool) could be used to enhance teacher-student relationships in these cases. An ethnographic approach was used where the interviews were conducted with key informants, face to face (n=11) and then through ICQ (n=4). Teachers who used ICQ to communicate with students were also interviewed (n=4). It was found in this study that the school and the parents over-stressed academic achievement, with both teachers and students being required to spend most of their time on academic related matters, and as such the results were that teacher-student communication was found to be rare in the two school environments. The study was able to summarise why students prefer using ICQ to communicate with teachers, how the Confucian heritage culture affects teacher-student communication in Hong Kong schools, and how ICQ can be used to enhance teacher-student communication.</span>

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