Teacher-students and students-students interactions have a positive impact on a student’s ability to learn. Besides, such relationships are crucial in developing students’ academic self-concept and boosting their enthusiasm and success. Scholars have come up with various theories to support the significance of establishing the relations discussed above in teaching students. Societal, historical, and philosophical aspects play out in classroom environments. Observation of Ms. Ainge as she teaches mathematics to grade two students at East Elementary School reveals various approaches to creating meaningful teacher-students and student-student collaborations.
The role played by the Teacher
The teacher played the role of imparting knowledge to the students. This can be evidenced by looking at Ms. Ainge’s dedication to using various tactics to ensure that the learners understand the topic’s key concepts (Teacher observation). Historically, this has remained to be one of the primary objectives of teaching. Besides, the tutor is instrumental in creating a favorable classroom environment to support learning. The use of a friendly tone and encouraging all pupils’ participation creates a warm atmosphere in the classroom (TeWang et al., 2020). In both ancient and contemporary societies, teachers have been perceived as role models and mentors to the students and the community at large. In this classroom setup, the teacher is committed to getting the best out of each student. This includes encouraging active participation and ensuring that all students enjoy learning.
Power Structures in the Classroom
In this classroom setting, there is a certain degree of power exerted by the tutor. This enables her to take control of the learning process to meet the lesson’s objective (Teacher observation). This approach depicts philosophical influence on education whereby exercising some authority is perceived to create an impact on the subordinates (Byers et al., 2018). The fact that the teacher is entirely in charge of teaching enables her to choose the approach to use freely. Students’ compliance with the educator’s instructions shows how power structures influence the process of learning in this particular classroom.
How the Teacher Engaged was Engaged
In this setup, the teacher is engaged through questions to gauge if the students have understood the lesson’s critical concepts. The questions are either directed to an individual or the entire class collectively (Wish et al., 2018). This also measures the student’s commitment to the learning process. The student’s formative assessment on the spot also helps the tutor know if there is any need to reinforce specific models. Ms. Ainge also gets engaged through maintaining movement within the classroom throughout the lesson (Teacher observation). This enables her to connect with all learners seated at different corners of the classroom and capture their attention. Besides, it helps assist a kinetic learner in grasping main concepts.
The Children’s Behaviors in the Classroom
The students in this classroom are sitting straight as they keenly listen to their teacher. They actively take part in answering both individual and group-directed questions. There is minimal talking of students as teaching goes on implies the learner’s compliance with the code of conduct in a tutorial room (TeWang et al., 2020). Moreover, the pupils appear to be enthusiastic about learning new concepts.
Societal, historical, and philosophical aspects have contributed to shaping the classroom environment. This paper’s tutorial room setup shows the teacher’s efforts to use various approaches to explain the mathematics concept. Besides, active learner participation has been enhanced by creating a favorable atmosphere. Combining various approaches to teaching enables the tutor to achieve the primary goal of imparting knowledge to the students and boosts their enthusiasm and success.
Wish, J., Ousterhout, H., Carter, V., & Orr, B. (2018). The grading gradient: Teacher motivations for varied redo and retake policies. Studies in Education Evaluation, 58, 145-155. Web.
Byers, T., Imms, W., & Young, E. (2018). Evaluating teacher and student spatial transition from a traditional classroom to an innovative learning environment. Studies in Education Evaluation, 58,156-166. Web.
Ms. Ainge. (2015). Teacher observation. Web.
TeWang, M., Degol, J., Amemiya, J, Parr, A. & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental review, 57, 45-67. Web.