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Regardless of the causes that cause undesirable behavior, teachers can build positive dynamics in the classroom by using educational strategies based on thorough pedagogical research, combining appropriate levels of leadership and cooperation and an awareness of students’ needs.

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Regardless of the causes that cause undesirable behavior, teachers can build positive dynamics in the classroom by using educational strategies based on thorough pedagogical research, combining appropriate levels of leadership and cooperation and an awareness of students’ needs.

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The teacher is human and makes people.

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2. The behavior can be determined by both the values and characteristics of the personal or belonging group, and the behavior of those around us, including both the close social environment and public persons, which can play a major role in our attitudes and behavior.

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2. The behavior can be determined by both the values and characteristics of the personal or belonging group, and the behavior of those around us, including both the close social environment and public persons, which can play a major role in our attitudes and behavior.

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formulate the problem, generate solutions, evaluate them and apply them together, through collaboration between teacher and student.

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There is a risk of a confrontation relationship.
Students may have negative reactions, such as revenge, insolence, fear of failure, and fear of taking risks.

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openness, so as to establish sincerity in communication

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openness, so as to establish sincerity in communication

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1. What does a good relationship between the teacher and the student really mean?

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1. What does a good relationship between the teacher and the student really mean?

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John Dewey's pedagogical theory paved the way for an active, student-centered education that took into account the individual particularities of students, stimulated the creativity of teachers and gave the school a practical orientation.

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John Dewey's pedagogical theory paved the way for an active, student-centered education that took into account the individual particularities of students, stimulated the creativity of teachers and gave the school a practical orientation.

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This method provided an internal motivation and the necessary conditions for an activity in which the student would engage motivated by spontaneous interest. From the theory of interest, Dewey deduced the system of instruction based on the student’s freedom to opt for objects of study.

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Dewey founded the experimental school in Chicago where the education process was focused on the needs of the child.

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Dewey founded the experimental school in Chicago where the education process was focused on the needs of the child.

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The student learns by doing. A general method of training was outlined, the method of problem-solving.
Dewey stimulated learning by discovery.

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Aristotel

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Education was based on the processes of experience, both in theory and in practice.

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Education was based on the processes of experience, both in theory and in practice.

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John Dewey outlined some ideas (1900) on children's education that are still current and valid today:

1. The subjects must be consistent with the interests of the child and centered on students, not on themes;

2. The atmosphere of the school must be democratic;

3. The tasks must be related to the child, supported by his experience, and offered when he is ready for them;

4. Learning becomes real when the material is problematic for the child;

5. The school experience should be converted only into academic performance, impregnate the young person with a spirit of investigation and prepare him for active participation in his place in the community

Nicolescu, V. .,(1992), John Dewey‐ Fundamente pentru o ştiinţă a educaţiei, selecţia textelor, traducere, studio introductive şi bibliografie critic Viorel Nicolescu, E.D.P.R.A., Bucureşti

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Perspectives from Dewey's philosophy are also important in the 21st century, becoming, implicitly or explicitly, principles of contemporary pedagogical and philosophical thought.

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Perspectives from Dewey's philosophy are also important in the 21st century, becoming, implicitly or explicitly, principles of contemporary pedagogical and philosophical thought.

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he considered the school a privileged space, which must provide a high density of opportunities, capable of potentiating the “growth” of the student.

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They are also generated by the position occupied by each student in the subjective or objective hierarchy of the class.
Positive or negative influence on the social relations established at this level between the students is the affective relationship between the students and the teacher

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Thus creating a new type of interpersonal relationship, affective-sympathetic relationships, which involve relations of sympathy and antipathy, preference, and mutual rejection between the members of the class of students.
Affective-sympathetic relationships are a condition for the development of the students’ personalities.

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They appear as a result of what people, children, feel when they interact, they need to inform each other, exchange information, and to communicate.

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They start on the first day of school and continue throughout the years of interaction with the class group

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Types of interpersonal relationships in the classroom:

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Types of interpersonal relationships in the classroom:

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Interpersonal relationships in the class of students.

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Interpersonal relationships in the class of students.

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A possible classification of these can be done according to the criterion of the psychological needs of the students in relation to the didactic framework or with other students.

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it defines interpersonal relationships as “psychological, conscious, and direct links between people”, with 3 important characteristics:

Psychological character – the entire personality system of the individuals involved participates in the performance of that act in order to achieve reciprocity;

Conscious character – the involvement in the act of the person aware of himself and the other, of mutual needs and expectations;

Direct character – the importance or necessity of minimal perceptual contact between partners, face-to-face contact.

-Zlate, M., (1999) “Introduction to psychology” didactic and Pedagogical Publishing House, Bucharest-

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They build classroom management around core competencies:
understanding the personal needs of students,
establishing positive interpersonal relationships (teacher-pupil, pupil-pupil, teacher-parents), design, development, and effective implementation of standards of behavior,
using teaching strategies that motivate students and meet learning needs, appropriate resolution of students’ behavioral problems and developing of individual plans for changing attitudes.
This creates a stimulating educational climate.

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A hindrance can be the mix of interpersonal care, warmth, and realistic boundaries specific to the teaching profession.

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In creating a good class manager, this aspect should be cultivated and utilized as much as possible.

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In the classroom, the teacher is a model.

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In the classroom, the teacher is a model.

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This is responsible for the positive/negative climate of the class.

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Teachers who realize this fact adopt a series of attitudes:

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Teachers who realize this fact adopt a series of attitudes:

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He is aware of the responsibility he has for the school success of his students.
He is persistent in correcting mistakes, or inappropriate compositions.
It shows pedagogical optimism.
Apply the rules firmly.
He is actively involved in controlling behavior in the classroom. Uses different strategies attractive to students in the teaching-learning process.
Create stimulating and challenging learning tasks.
Constantly monitor the progress of students.
It is available to help students when they seek help.
Evaluate objectively.

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“Specialized studies suggest that academic performance and student behaviors are influenced by the quality of educational relationships.”

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fear of failure,
fear of the teacher,
fear of being judged
students lack confidence in their own strength

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The basis of success in the educational process is given by the teacher-student relationship.

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The basis of success in the educational process is given by the teacher-student relationship.

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“it refers to the managerial skills in interpersonal relationships that the teacher exercises in relation to students perceived as a social group.”

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C.8. Educational relationships in the class of students

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C.8. Educational relationships in the class of students