Do You Know What You Look Like?
Interpersonal Relationships In Education
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects
| Author: | Jack Levy | ISBN: | 9781135721084 |
| Publisher: | Taylor and Francis | Publication: | August 15, 2005 |
| Imprint: | Routledge | Language: | English |
| Author: | Jack Levy |
| ISBN: | 9781135721084 |
| Publisher: | Taylor and Francis |
| Publication: | August 15, 2005 |
| Imprint: | Routledge |
| Language: | English |
Much of the work in this book has originated from an international project called "Education for Teachers". Educational researchers from Holland, USA, Australia and Israel look at an important element of teacher behaviour - that is the interpersonal actions which create and maintain a positive classroom atmosphere. The book uses systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families". It provides a simple way to collect feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors). Thus for example, differences between students' perceptions and the teachers self-perception of the teacher communication style are are formed. This feedback can be used to improve teaching. The book reviews research on communication styles of teachers in secondary education with the help of the questionnaire on teacher interaction and includes implications for teacher programs.
Much of the work in this book has originated from an international project called "Education for Teachers". Educational researchers from Holland, USA, Australia and Israel look at an important element of teacher behaviour - that is the interpersonal actions which create and maintain a positive classroom atmosphere. The book uses systems theory and family therapy to analyze what happens in classrooms, looking at classes as "big families". It provides a simple way to collect feedback from participants in communication in education (students, teachers, principles, student-teacher supervisors). Thus for example, differences between students' perceptions and the teachers self-perception of the teacher communication style are are formed. This feedback can be used to improve teaching. The book reviews research on communication styles of teachers in secondary education with the help of the questionnaire on teacher interaction and includes implications for teacher programs.
