STUDENT – TEACHER CONSTRUCTIVE INTERACTION AS A COMPONENT OF PARTNERSHIP PEDAGOGY

Keywords: dialogue, the teacher, constructive interaction, class management, partnership pedagogy, the student

Abstract

This article emphasizes that the changes that occur in the New Ukrainian school is a factor that arouses interest in the problem of constructive interaction in the system of “teacher-student” relations. Constructive interaction has been found to be an integral part of partnership pedagogy, an important component of classroom management. It has been proven that the question of how to effectively manage the class is still difficult for teachers. Recent research has been analyzed, and it has been shown that fifty percent of novice teachers say they feel completely unprepared or only slightly ready to deal with students who break discipline. The changes taking place in the conditions of the New Ukrainian School arouse Constructive interaction is an integral part of partnership pedagogy, an important component in classroom management. According to research, fifty percent of novice educators say they feel completely unprepared or only slightly ready to deal with students who break discipline. In addition, students who participated in the study felt unengaged, had difficulty in concentrating, and were unable to effectively manage their thoughts and emotions. This creates a vicious cycle that actually exacerbates undesirable student’s behavior. The importance of teachers’ awareness of their own values, beliefs, and understanding of how teachers’ values and beliefs affect students is emphasized. While this attribution often relieves teachers of the responsibility to examine their own relationships and practices, it seriously limits possibilities for professional growth and change, not only for their students, but also for themselves. The purpose of this article is to outline the essential elements of constructive interaction in system “student-teacher”, some of the dimensions that impact teachers’ communication and decision making as a means of stressing the complexity of effective and therapeutic student-teacher relationships. Teachers would realize that reflection on their own teaching and their relationships with students may uncover aspects of themselves that create discomfort, as well as areas of teaching and communication in which they feel inadequate. This paper argues that teachers could benefit from understanding how the constructive classroom interaction influences student behavior.

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Published
2021-09-08
How to Cite
Holovanova, T. P. (2021). STUDENT – TEACHER CONSTRUCTIVE INTERACTION AS A COMPONENT OF PARTNERSHIP PEDAGOGY. Pedagogical Sciences: Theory and Practice , 2(1), 46-50. https://doi.org/10.26661/2522-4360-2021-1-2-06
Section
SECTION VII. THEORY AND METHODOLOGY OF UPBRINGING