Sísifo Educational Sciences Journal Educational Sciences R&D Unit of the University of Lisbon  Edited by Rui Canário and Jorge Ramos do Ó ISSN: 1646-6500

08
2009
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Teacher Education

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The role of affectivity in the Pedagogical Relation

Contributions for Teacher Education

Autor: João Amado + , Isabel Freire + , Elsa Carvalho + , Maria João André +

pages: 65 66 67 68 69 70 71 72 73 74 75 76 | pdf | next article »


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One can say that, as well as the methods and communication style, there are a set of relational characteristics established in the classroom which can be considered responsible for the positive or negative feelings of the pupil: a) the teacher’s style of relation; b) the teacher’s personal characteristics, attitudes and values; c) the way the teacher controls and regulates the pupils’ behaviour.

a) The teacher’s style of relation. In lessons in which the pupil feels satisfied and happy an understanding relation is built, above all one which includes comprehension and trust. “This lesson made me feel good, as if I was at home, at ease without anybody saying: – Sit still, don’t touch that! – It was good”.

The ideal situation for many of the interviewees is a teacher “(…) who knows how to have fun and a joke but who is able to command respect at the same time.” Humour, when integrated into the teaching content, leads to better learning, arouses interest, makes tasks more enjoyable and enables the involvement of the pupil in the learning, to such an extent that the pupil perceives time as “going more quickly” and even “feels like staying for longer”.

But these aspects are definitively linked to the management of verbal and non-verbal communication, the methodologies used by the teachers and the content itself. Descriptions such as the following express this view: “Me, in the Visual and Technical Education lesson felt good because I didn’t know how to draw a face and I asked the teacher and she explained how to do it very well. She came to me, was very friendly and had a lot of patience.” The positive feedback of the teacher’s initiative is another communicative factor that satisfies the pupil, having a big impact on their self-esteem: “I felt an intelligent, more complete person. I made an effort to understand”.

b) The teacher’s personal characteristics that were pointed out and valued positively in this sample were as follows: kindness, calmness, tolerance, patience, comprehension, respect, fairness, equality, justice and impartiality. These characteristics, as well as the teacher’s values and attitudes, have considerable weight in the relation that is established in the classroom and intertwine with the learning and positive feelings of the pupil. Many of these aspects are clearly outlined by another pupil: “In lessons where I considered that I learned more and where I felt satisfied and happy the teacher was kind, caring (…), looked at everybody in an equal light (…) and treated all the pupils the same way. The teacher considered us all equal, did not get angry with the pupils and did not have favourites”.

These are teachers who are there to help, show understanding, give everybody the same chance to take part and are fair: “there was no injustice: if I was the first to put up my hand it was me who would speak (…)”; “(…) the teacher was fair to everybody and let all the pupils go to the blackboard (…)”.

c) In order to manage classroom behaviour it is essential to instil some rules which are clear and negotiated and which all the actors have to stick to. Making sure the rules are followed implies adopting strategies that are effective to a greater or lesser extent depending on each teacher and the image they transmit of themselves to their pupils. A summary of the pupils’ representations as regards keeping order and controlling behaviours, and which the pupils associate with “good” teaching, includes aspects such as: creating a climate of respect, establishing rules and making sure they are followed, reprimanding when need be, reprimanding calmly, punishing fairly and monitoring the tasks set.


About the Author:

João Amado (tp.cu.ecpf@odamaoaojREVERSETHIS) - CV

Faculty of Psychology and Educational Sciences | University of Coimbra

Isabel Freire (tp.lu.ecpf@ierfasiREVERSETHIS) - CV

Faculdade de Psicologia e de Ciências da Educação | Universidade de Lisboa

Elsa Carvalho (tp.oasivten@ohlavrac.asleREVERSETHIS) -

EB23 do Cadaval

Maria João André (tp.opas@erdna.oaojairamREVERSETHIS) -

EB23 de Pataias

Keywords
Affectivity, Pedagogical relations, Pupils’ views.
How to refer to this article:

Amado, João ; Freire, Isabel ; Carvalho, Elsa & André, Maria João (1970). The role of affectivity in the Pedagogical Relation. Contributions for Teacher Education. Sísifo. Educational Sciences Journal, , pp. 65-76. Retrieved [month, year] from http://sisifo.fpce.ul.pt