Methods of Teaching

 
l
differentiate children’s collaboration in the classroom from working in
cooperative learning groups
 
l
provide examples of teacher’s and children’s actions that illustrate respect and trust
 
l
compare the social realities of observed classrooms with idealized accounts of
social interactions in the class readings
 
l
present recommendations for actions a teacher could take to improve
social interactions in classrooms where those interactions are not conducive
to learning
 
l
differentiate teacher–child social relationships in the classroom from relationships
that children have with other adults in their lives, especially parents.

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60
UNIT 1
UNIT 4
UNIT 5
UNIT 3
UNIT 6
UNIT 2
UNIT 7
ASSOCIATE DEGREE IN EDUCATION/B.ED. (HONS) ELEMENTARY
Week 10: Constructive interactions 
between teacher and student
Sub-topics
• Respect
• Credibility
• Fairness (justice)
• Trust 
• Interest
• Enthusiasm
• Adaptive teaching
NOTE TO FACULTY: This unit is based on the assumption that social relationships in the 
classroom are successful when a teacher is able to convince children that though he or 
she is in charge of the work in the classroom, is interested in them, and wants to work 
cooperatively. Also, social relationships in the classroom are successful when children are 
willing and able to work in collaboration with each other rather than by themselves or in 
competition with each other. 
The unit is organized so that discussions of these assumptions can be informed by read-
ings on the subject of social relations in classrooms and observations of social relations 
in classrooms. If possible classroom observations should occur by the middle of the first 
week so that what Student Teachers see and record in the classroom can be part of the 
discussion. Week 10, session 1 can be used to arrange a site and time for classroom 
observations and to learn how to conduct the observation. This session can also be used 
to learn about anecdotal records as an observation tool. Homework for this session can 
include making an anecdotal record of something that occurs at home. If family members 
are amenable and can act naturally, students might postpone their own meal, assume the 
role of an observer, and make an anecdotal record of the family’s actions and conversa-
tion at the dinner table. 
During session 2 of week 10, Student Teachers can prepare for their observations by 
discussing and deciding upon behaviours that indicate respect for another person. This 
can be done first in small groups and then through a whole-class discussion. The same 
can be done for behaviours indicating trust and showing interest in another person. It is 
important to agree on behaviour indicators for these concepts so that a discussion about 
them based on classroom observations is valid. Week 10, session 3 is described below. 

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COURSE GUIDE: Methods of Teaching