Teacher-Student Interpersonal Behaviour

This study examined the behaviors that teachers in eight large urban high schools in a Northeastern state considered important for good teacher-student relationships. A factor analysis of teacher (N = 103) survey responses revealed three factors related to student behaviors: (a) demonstrating engagement and interest in schoolwork; (b) being respectful, rule-abiding, and cooperative; and (c) demonstrating positive social behaviors. Interviews with five teachers indicated teachers’ preferences for students who tried hard in class, had a sense of humor, were respectful, and talked to teachers. Contrary to previous research findings, good teacher-student relationships were desired by teachers and easily established in these large urban high schools. Pseudonyms are used throughout this article to conceal the identity of teachers, schools, and the school district.

Students of Project Adapt (PA), an instructional program for at-risk middle school students in Brooklyn NY, have displayed startling improvement on cognitive outcome measures. Teacher given grades and standardized tests illuminate the progress students have made since entering the program. The current investigation attempts to analyze PA on students' affective responses in a pre/post-test experimental design. Upon entering PA, students completed measures of interest, affect, and their previous teachers' behavior (pre). These ratings were then compared to end of year ratings on the same instruments (post). Results indicate students' perceive PA teachers utilizing different behaviors than their previous teachers. Additionally, student affect and interest increased significantly. Results of this study have implications for both instructional researchers and educational practitioners.

As elementary teachers close their classroom doors with their students inside, they experience this false sense of autonomy that speaks to them within their deep inner voice that whispers whatever they do, whatever they say, or whatever attitude they display through their nonverbal communication, ultimately, they will not be held accountable, because after all, they are the adults, and their classrooms are filled with children, who are easily fooled, easily deceived, and easily influenced.

The purpose of this study is to examine the relationship between teachers’ professional experience and students’ perceptions of their relationships with teachers. It also investigated the influence of these perceptions on students’ affect toward the course and the teacher. Fourteen high school teachers of English as a foreign language (EFL) and 436 students participated in the study. Teachers had a professional experience of either two years or less or twenty years or more. Results showed that experienced teachers were perceived by students as significantly more co-operative than new teachers. There was no significant difference between influence behaviors of experienced and new teachers. Students’ perceptions of relationships with teacher had a significant effect on their affect toward the course and the teacher. Effect of proximity was higher for both forms of affect.

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

Se è vero che i rapporti interpersonali sono tra gli aspetti più importanti della vita di ognuno, è anche vero che spesso suscitano non pochi problemi e difficoltà. Certo, c’è chi dirà che è sempre stato così, ma oggi questo ingranaggio sembra incepparsi sempre più spesso: da alcuni decenni, infatti, sono radicalmente cambiate le aspettative reciproche su cui si fondano le relazioni e anche le modalità con cui tali relazioni si esplicano. E questo, sia nella vita privata sia in quella pubblica, sovvertendo valori e consuetudini vecchie di secoli.
Di fronte a questa vera e propria rivoluzione le persone sono per lo più impreparate e affrontano le nuove situazioni con conoscenze e strumenti ormai obsoleti, che spesso accentuano la crisi invece di risolverla.
A partire da una riflessione sulle cause storico-sociali di questo cambiamento epocale, il testo mette a fuoco luci e ombre delle relazioni di oggi e propone al contempo preziosi strumenti conoscitivi e comunicativi che consentono al lettore di comprendere meglio sia i rischi sia le opportunità dei nuovi modi di relazionarsi, per imparare a gestire più consapevolmente ed efficacemente i propri rapporti interpersonali: nella coppia, in famiglia, sul lavoro e in due ambiti particolari come quello della scuola e quello della sanità.

The purpose of this study was to examine kindergarten teachers’ and children’s perceptions of their relationships following a person-centred approach, and to describe patterns of relationships between them. 67 Kindergarten teachers and
403 children completed two measures designed to explore their perceptions of their relations. Four patterns of kindergarten teacher–child relationships were identified both from teachers and children reports. Results showed that three of the reported patterns resembled patterns reported by other researchers for teacher–child relationships. An interesting finding was that the notion of dependency and its relation with closeness and conflict had a different interpretation from teachers in the Greek educational context. Practical and
theoretical implications are discussed.

The Student–Teacher Relationship Scale (STRS) is one of the most
extensively used instruments that evaluate the quality of teacher–
child relationships. The STRS has a strong theoretical background
based on attachment theory and research on parent–child and
teacher–child relationships. The purpose of this study was to examine
the dimensional structure of the adapted STRS proposed by Koomen
et al. (2012) in the Greek educational settings. Another purpose was
to examine the intercorrelations of the Dependency subscale with
the Closeness and Conflict subscales of the adapted version of STRS,
when applied in a cultural context different from the context, where
it was developed originally. We applied confirmatory factor analyses
with item parcelling in two independent samples (N1 = 118 teachers,
921 students and N2 = 118 teachers, 925 students). Findings provided
evidence for the dimensional structure of the adapted STRS subscales
and its validity. Results also showed that the Dependency subscale
is positively correlated with Closeness in Greece as a background
with more collectivistic characteristics. This finding suggests that the
cultural universality of dependency can be challenged and that the
possible socio-cultural influences in the nature and interpretation of
dependent relationships needs to be further examined

Teachers around the world are now commonly subject to standards defining their role and activity in terms of the effective application of the most efficient teaching methods, in terms of optimizing inputs and outputs, means and ends. How can novice teachers sustain themselves—and be sustained—under these conditions? Is it possible to hold on to the conviction and inspiration that originally led them to become teachers? This article responds to these questions by exploring the relational phenomenon of pedagogical tact. It examines manifestations of tact through an example of one teacher working with a class of black boys at a middle school in inner-city Detroit. It studies the actions and interactions of teacher and student(s) in relation to a grammar lesson on the construction and analysis of “complex sentences.” This paper does so in order to address the conflict between the moral and interpersonal grounding of teacher engagement on the one hand, and technocratic impersonal lessons, outputs and pedagogies on the other. We present tact and the pedagogical triangle, in other words, as means by which teacher candidates might navigate between the means-ends thinking embodied in standardized teaching and testing on the one hand, and the dangers of unsustainable demoralization on the other.

Research shows that a category of teacher skills called personal competencies has a powerful impact on teacher effectiveness. The foremost of these competencies is the teacher-student relationship. Evidence finds that teachers who create a positive relationship have a large effect on increased student achievement; they also have fewer discipline problems, office referrals, and related conduct issues. Qualities of a teacher’s personal competencies with the largest impact include being consistent, providing structure, having an assertive presence, showing empathy, exhibiting warmth, encouraging learning, setting high standards, being adaptable, displaying awareness of high-needs students, being culturally sensitive, and showing respect for students. It is important to understand that simply caring about students isn’t enough. A teacher who shows warmth but lacks the other qualities will founder. Establishing an effective teacher-student relationship requires a balance of these competencies. These skills do not necessarily come naturally to new teachers, who must be trained in their use. Many pre-service and in-service programs fail to emphasize the importance of these soft skills and to operationalize them and support teachers in using them in the classroom.

It hasn't been until only recently that the issue of sexual harassment has become an  acknowledged problem on college campuses. Across the nation, sexual harassment has become a major issue in higher education as media coverage and public awareness have increased dramatically.

In the educational field, the analysis of interpersonal relations and their implications has caused growing interest to theorists who have developed their researches with an emphasis on human relationships. Social interactions and symbolic mediations as instruments of social and cognitive development have been recurrent issues in Vygotsky's publications. They have also brought in significant contributions to
education. This study accomplishes a theoretical framework whose focus is to analyze the place of interpersonal relationships in the Cultural-Historical Theory. To achieve this, it has the following objectives: discussing interpersonal relations in the light of
Cultural-Historical Theory of Vygotsky; verifying in educational literature, findings related to Vygotsky´s works that contribute to the understanding of interpersonal relationships in school. Data collection procedures were used from electronic databases and printed materials such as books, periodicals, theses and dissertations.
It was prioritized work reviews carried out from 2005 to 2015. The survey results indicate that the interpersonal relationships, which took place in Vygotsky family environment, school and university education, affected significantly his thinking. In addition, it was found out that interpersonal relationships are central to Cultural-Historical Theory because of the value the Russian author Vigotski attributed to human
essence, constitution and integral development. The results also indicate the need for further studies on the emotional aspects, through empirical research of issues related to emotional and cognitive development of human beings and the effects of dynamic mutual influences among individual, family core, community and society. All these may reveal how to proceed effectively in school interactions and mediations and also in a cross-disciplinary research work.

Keterampilan interpersonal adalah keterampilan yang kita gunakan setiap hari ketika kita berkomunikasi dan berinteraksi dengan orang lain, baik secara individu maupun dalam kelompok. Mereka termasuk berbagai keterampilan, tetapi terutama keterampilan komunikasi seperti mendengarkan dan berbicara secara efektif. Mereka juga termasuk kemampuan untuk mengendalikan dan mengelola emosi Anda. Tidak berlebihan untuk mengatakan bahwa keterampilan interpersonal adalah dasar untuk sukses dalam hidup. Orang dengan keterampilan interpersonal yang kuat cenderung dapat bekerja dengan baik dengan orang lain, termasuk dalam tim atau kelompok, secara formal dan informal. Mereka berkomunikasi secara efektif dengan orang lain, baik keluarga, teman, kolega, pelanggan atau klien. Mereka juga memiliki hubungan yang lebih baik di rumah dan di tempat kerja. Anda dapat meningkatkan keterampilan interpersonal Anda dengan mengembangkan kesadaran Anda tentang bagaimana Anda berinteraksi dengan orang lain dan melatih keterampilan Anda. Halaman ini memberikan ikhtisar keterampilan interpersonal dan bagaimana mereka dikembangkan dan digunakan. Ini menjelaskan di mana keterampilan ini penting, termasuk pekerjaan tertentu yang mungkin memerlukan keterampilan interpersonal yang sangat baik. Akhirnya, ini membahas bagaimana Anda dapat mulai mengembangkan keterampilan interpersonal Anda lebih lanjut. Apa Keterampilan Interpersonal? Keterampilan interpersonal kadang-kadang disebut sebagai keterampilan sosial, keterampilan orang, keterampilan lunak, atau keterampilan hidup. Namun, istilah-istilah ini dapat digunakan secara lebih sempit dan lebih luas daripada 'keterampilan interpersonal'. Kami mendefinisikan keterampilan interpersonal sebagai: "Keterampilan yang Anda butuhkan dan gunakan untuk berkomunikasi dan berinteraksi dengan orang lain." Definisi ini berarti bahwa keterampilan interpersonal karena itu meliputi: 1. Keterampilan komunikasi, yang pada gilirannya mencakup: a. Komunikasi Verbal-apa yang kita katakan dan bagaimana kita mengatakannya; b. Komunikasi Non-Verbal-apa yang kami komunikasikan tanpa kata-kata, misalnya melalui bahasa tubuh, atau nada suara; dan c. Keterampilan Mendengarkan-bagaimana kita menafsirkan pesan verbal dan non-verbal yang dikirim oleh orang lain. 2. Kecerdasan emosional-mampu memahami dan mengelola emosi Anda sendiri dan orang lain. 3. Kerja tim-mampu bekerja dengan orang lain dalam kelompok dan tim, baik formal maupun informal.

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.

PRESENCIA. El grounding en Danza Movimiento Terapia como medio de conexión con uno mismo y el otro en el ámbito educativo. Propuesta de intervención en DMT para promover los recursos intrapersonales e interpersonales de los maestros de la escuela primaria

Sexual relationships between teachers and students are typically proscribed for reasons related to the impossibility of consent in the context of age- and power-differentials. Lurking in the background of such denunciations is the thought that such relationships introduce a foreign, erotic element into the scene of pedagogy. This article argues that even if we bracket questions of power and consent, and even if we insist that Eros is in fact a part of teaching and learning, we will still have reasons for thinking it better that teachers and students do not literalize their love relationships. Drawing on Freud's account of transference, I develop this ethical (if not strictly moral) and distinctively educational case against teacher-student romance.

The purpose of this interpretative, qualitative study was to discover reasons students participating in asynchronous online undergraduate courses perceive faculty as disinterested, the significance of this perception, and how students respond to disinterested faculty.  Online education continues to evolve and change how students learn and how online undergraduate students perceive and respond to faculty members.  With these changes, understanding which elements influence and impact the success of online undergraduate students becomes more complex.  The distinctive social context of virtual learning environments often contributes to online students characterizing faculty as disengaged.  Online students often have limited opportunities to interact directly with faculty, introducing occasion for students to misconstrue faculty intent, which can lead to deteriorated student perception of faculty, institution, online learning, and higher education. Student satisfaction and perceived success is reduced.   

This study documented the perceived experiences of eight students 18 years of age or older who attended and completed at least three asynchronous online undergraduate courses at a U.S. higher education institution during the years 2016 or 2017, and who experienced instructor behavior that they characterized as disengaged. Semi-structured, one-on-one interviews between the researcher and student participants facilitated data collection for this study.  The major themes that emerged during analysis of the interview transcripts and field notes were lack of faculty concern, diminished or loss of respect for faculty/institution, lack of faculty competence, overburdened faculty, feelings of isolation, and diminished or loss of interest in higher education or online study.  The student participants discussed examples of how faculty actions, or inactions, cultivated negative feelings.  This study revealed some promising insight to faculty–student interaction from the student perspective.  As a result, improved dialogue between instructors and students can establish a basis to motivate students and improve their perceptions of online interaction with instructors.  Improvements can arise from scholarly discourse surrounding the exploration of what specific factors induce the subjectivity of undergraduate students’ perceptions of faculty-student interaction.  This study’s data and findings can support the efforts of administrators, course developers, and instructors to improve awareness, behavior, and training programs for faculty members who teach in online learning environments.

Abstrak __________________________________________________________ Penelitian ini bertujuan untuk mendeskripsikan hubungan kepemimpinan kepala sekolah dengan kepuasan kerja guru pada sekolah dasar (SD) di kabupaten Merauke, Papua. Tujuan ini dicapai melalui pendekatan kuantitatif dengan menerapkan desain penelitian survey. Data diperoleh melalui penyebaran dua angket kuantitatif kepada 258 guru yang diambil secara insidental dari 1300 guru yang bekerja pada semua sekolah dasar ada di kabupaten Merauke. Hasil analisis data menggunakan statistik inferensial menunjukkan bahwa kepemimpinan kepala sekolah memiliki hubungan yang positif dan signifikan dengan kepuasan kerja guru pada sekolah dasar di kabupaten Merauke, Papua. Hasil penelitian ini mendemonstrasikan pentingnya pemuasan kerja guru melalui aneka program pelatihan kepemimpinan kepala sekolah. Abstract ____________________________________________________________ The objective of this study is to describe the relationship between principals' leadership and teachers' job satisfaction in the elementary schools of Merauke district, Papua. This objective was aimed using a quantitative approach by employing a survey research design. Two quantitative questionnaires were self-administered to 258 teacher-respondents, incidentally drawn from amongst 1300 teachers who are working in the elementary school teachers of Merauke district. Results of the study revealed that principals' leadership relates significant positively to teachers' satisfaction in the elementary schools of Merauke district, Papua. This finding demonstrates the importance of creating different programs to improve principal's leadership in order to promote teachers' job satisfaction. PENDAHULUAN Kepuasan kerja merujuk kepada disposisi mental subjektif pekerja terhadap pekerjaan yang dilakoninya. Sikap dan kepuasan seseorang atau sekelompok orang terhadap pekerjaan yang dikerjakannya bisa dianalogikan seperti 'kunci pembuka' kesuksesan yang bakal diraih di dalam dan/atau melalui pekerjaan yang dilakoni. Setiap pribadi yang merasa puas dengan pekerjaannya akan merasa terdorong untuk melakukan pekerjaannya dengan penuh semangat demi menghasilkan sesuatu yang lebih banyak dan berkualitas. Pada sebuah kesempatan peneliti berjumpa dengan guru-guru sekolah dasar (SD) di wilayah terpencil kabupaten Merauke yang mengeluhkan perilaku kepala sekolah dan rekan gurunya yang sering meninggalkan tempat tugas untuk tujuan dan urusan yang tidak jelas. Pada kesempatan lain peneliti juga berdialog dengan beberapa guru SD di wilayah pedalaman yang berkeluh-kesah tetang besarnya biaya yang harus digelontorkan untuk membayar transportasi ke tempat tugas. Perjumpaan dan perbincangan dengan para guru SD tersebut mengarahkan peneliti

This article is an attempt to identify areas of potential conflict in the teacher-student relationship and to redefine the teacher’s role in the modern context. As technology threatens to replace the teacher and students rely more and more on alternative sources of knowledge like the media and the internet for learning, it is time for teachers and students to do some serious introspection and reformulate their role and responsibility.

Teachers aiming to become culturally responsive must be concerned with negotiating professional interactions that produce favorable outcomes for the culturally diverse students under their charge. Very few studies offer empirical evidence of empathy’s utility in the culturally responsive classroom, especially when the teacher is culturally different from his or her students. This study is an examination of empathy’s benefit for improving the student-teacher interactions of four White female educators and a group of their Black male students. Findings suggest that empathy helps: a) facilitate teachers’ instructional flexibility and risk-taking; b) establish trusting student-teacher relationships; and c) support teacher’s ability to intervene proactively to ensure students meet high academic expectations. The nature, importance, and usefulness of empathy for helping teachers maintain interactions with youth that produces evidence of cultural responsiveness are discussed.

Many aspects of the student-teacher relationship were explored in this discussion through the data that has been analyzed in the previous chapter. The basic idea that can be derived from this assessment is that the teachers of this particular school provide a very encouraging transformation learning experience where the student can explore the limits of his / her capacities without the fear of stagnation. But as discussed throughout the chapter, as the answers to these questions are subjective, more observation must be taken into account if the actual nature of the relationships is to be ascertained. As it is very impractical and difficult to get a grip on the correct thinking behind all of these actions and justifications, we would have to rely on the disclosed information to form an opinion while keeping in mind the relentless possibilities.

Baseando-se na teoria de Aceitação-Rejeição Interpessoal de Rohner (1986), o presente trabalho de investigação pretende estudar as relações existentes entre a perceção de aceitação e rejeição pelo professor, e dimensões específicas do contexto de sala de aula, nomeadamente a interação positiva, a estimulação da linguagem, as dificuldades de gestão do comportamento e as estratégias de ensino, bem como o desempenho escolar obtido pelo/a aluno/a. Neste sentido, foi realizado um estudo quantitativo com a utilização de dois questionários, o TARQ (Questionário de Aceitação-Rejeição do Professor) de Rohner (2005), o IPSA (Inventário de Processos de sala de aula) de Bastos, Barbosa, Oliveira e Dias (2009) assim como um questionário sociodemográfico. No que concerne à amostra utilizada, foi constituída por 184 alunos que frequentam o 6º ano de escolaridade na região norte do país. Os resultados principais indicam que a perceção de aceitação pelo professor se encontra correlacionada de forma significativa com algumas dimensões específicas no contexto de sala de aula, nomeadamente a interação positiva entre o professor e os alunos e com a estimulação da linguagem. No que concerne ao desempenho escolar, encontraram-se correlações significativas tanto com a perceção de aceitação pelo professor como com as estratégias de ensino. É demonstrada a importância da relação interpessoal entre professor e aluno para o desempenho escolar deste último.

Dans cette thèse de maîtrise, nous avons tenté de répondre à la question de recherche suivante : quelles sont les représentations de sexe que les enseignant.e.s du secondaire ont des garçons et des filles qu’ils côtoient et quelles solutions et pratiques éducatives proposent-ils au problème de la différence entre la réussite des garçons et des filles à l’école? Cette question en sous-tend une autre : qu’est-ce que ce problème social nous révèle sur les rapports sociaux de sexe qui caractérisent notre époque? Afin de répondre à notre question, treize entretiens semi-dirigés auprès des membres du personnel enseignant de deux écoles secondaires de la région de la Beauce ont été menés. À la lumière des entretiens quatre constats principaux sont ressortis. Premièrement, les enseignant.e.s constatent des différences entre les garçons et les filles à l’école. Toutefois, leurs propos ne sont pas catégoriques à l’égard de leurs expériences avec les garçons et les filles. Ils mettent de l’avant plusieurs nuances. Deuxièmement, les enseignant.e.s exposent que le sexe de l’élève et le leur influencent leurs relations éducatives avec leurs élèves. Troisièmement, notre étude a pu mettre en lumière différentes solutions et pratiques éducatives prônées par les enseignant.e.s. Finalement, le problème social de la différence entre la réussite des filles et des garçons nous permet de constater, ou à tout le moins d’entrevoir, certaines recompositions des rapports sociaux de sexe dans le milieu de l’éducation.

The objective of this research is to understand critically the role of Improvisation in the activity of teaching and learning in English. This research seeks to understand critically the concept of performance proposed by Holzman on student participation in classroom scenes of improvisation. It also discusses their post discussion on the outcome of this activity to a critical-reflexive action in the world, from the production of shared meanings. The theoretical basis lies in the Activity Theory as initiated by the work of Vygotsky, along with Leontiev and Engeström, Play and the concepts of Vygotsky's ZPD. This work is a Critical Collaboration Research to design transformation through active participation and joint negotiation of meanings. The focus of this type of research is to know, observe, make it possible to enable interventions, contributing to references in the production of argumentative students and teachers. The data were produced by video recordings. Four classes were selected for their excerpts compose the corpus for analysis. The categories of analysis and interpretation were created from Pontecorvo, Magalhães, Vygotsky, Bahktin and Muniz. The analysis indicates that students produce knowledge collaboratively among the participants in the classroom. Moreover, students develop argumentation in English to externalize knowledge that can be reflected in experiences outside of school.

Given the high demands of contemporary community on the development of the youth, teachers' job performance both inside and outside the classroom is of crucial for all partake parties, including school leaders, parents, education policymakers, and community at large. This study was meant to describe job satisfaction of elementary school teachers of Boven Digoel district, Papua, and how it predicts their job performance. To do so, we applied a survey research. Two survey questionnaire were self-administered to 352 teacher-respondent which were incidentally drawn from amongst 412 elementary school teachers of Boven Digoel district, Papua. Derived data were examined statistically using simple linear regression analysis method by utilizing Statistical Package for the Social Sciences (SPSS) version 21. Result of data analysis showed that job performance of elementary school teachers of Boben Digoel district is significant positively predicted by their job satisfaction. Finding of this study may be imperative for the school management and education administrator at the regional authority to make paramount efforts of creating valuable plans for enhancing teacher's satisfaction in order to promote a better job performance of elementary school teachers of Boven Digoel district, Papua.

Student behavior analysis plays an increasingly important role in education data mining research, but it lacks systematic analysis and summary. Based on reading a large amount of literature, this paper has carried out the overall framework, methods and applications of its research. Comprehensive combing and elaboration. Firstly, statistical analysis and knowledge map analysis of the relevant literature on student behavior analysis in the CNKI database are carried out, and then the research trends and research hot spots are obtained. Then, from the different perspectives of the overall process and technical support of student behavior analysis, the overall framework of the research is constructed, and the student behavior evaluation indicators, student portraits and used tools and methods are highlighted. Finally, it summarizes the principal applications of student behavior analysis and points out the future research direction.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

This paper presents the findings of a qualitative case study of how 8 student teachers’
experiences of teachers’ professional identity within the context of curriculum change in a
university in KwaZulu Natal. The students described their personal experiences in teaching
during teaching practice from which two major themes stood out; the complicated demand
teaching places on the student teacher and professional development. In analyzing the data, the
researcher further categorized it into four themes based on emerging trends; the single self and
the multiple self, becoming a teacher and teaching skills. Several shortcomings in teacher
education were discovered and teacher educators and stakeholders were called upon to
restructure teacher education programs based on the kind of challenges student teachers are
facing. The researcher used the social constructionist theory to give meaning to the experiences
of student teachers.

Have you ever returned a batch of exams to several students who have failed a test and felt a deep sense of anxiousness in the pit of your stomach? It’s as if you had done something wrong when it was the student who failed the test. That sense of anxiety you feel is more specifically called shame. Shame is an ineffective classroom management or motivation tool for both teacher and student.  This article defines shame in the classroom and explains some tools for addressing shame when it presents itself. http://newsmanager.commpartners.com/tesoliepis/issues/2014-03-11/5.html