Teacher/student behavior and student learning Clause Samples

Teacher/student behavior and student learning. ‌ The types of teacher behavior have connections with the types of skills students acquire. Research on the effect of teacher behavior on student learning utilized pre- and post-tests to support this outcome. According to the findings, learning of facts was strongly related to the teacher being clear, expressive, and good at lecturing; and, gains in comprehension were linked substantially with the teacher being energized and flamboyant (▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇▇, & ▇▇▇▇▇▇, 1964). Different factors influence teacher behavior. Several studies have shown the connection between teacher and student behavior (▇▇▇▇▇, 1971; ▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇, 1974). According to ▇▇▇▇▇ (1971), student behavior is one of the more important corollaries of the way teachers act in the classroom. It was established that teacher behavior tends to be associated with verbal and non-verbal student behavior. The research has also demonstrated that teachers tend to behave differently toward incidents of student failure. ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇▇▇▇, and ▇▇▇▇▇▇▇▇ (2002) used structural equation modeling to identify that teachers show more compassion and less annoyance when they relate student’s inferior progress to their low competence, while they tend to behave more aggressively when linking low student achievement to students’ low level of efforts. This finding is important because it explains the reason behind teachers’ aggression and compassion. It also suggests that low-achieving students are not left behind, and teachers are always there to support them. In a study by ▇▇▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇, and ▇▇▇▇▇▇▇▇ (2009), the role of teacher behavior on student achievement was described in a detailed way. The authors identified five types of teacher behavior. In this regard, the first type is related with direct teaching, the second type incorporates both the direct and active teaching, the third type deals with implementation of active teaching, the fourth type incorporates using differentiation method, while the fifth type comprises accomplishing a quality and differentiation by utilizing diverse methods. Findings suggested that student academic outcomes improved as teacher behavior become more advanced (pp. 19-20). Therefore, teacher behavior appeared to have a direct influence on student learning.
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