Teacher socialization is a complex, communicative process by which individuals selectively acquire the values, attitudes, norms, knowledge, skills, and behaviors of the teaching profession and of the particular school or educational culture in which they seek to work. It is a widely held view that the effectiveness of teachers, and thus the quality of education
Socio-communicative style is a presentational communication trait. Teachers with a particular style should communicate in a consistent manner, demonstrating that style over time and in different situations. The constructs of teacher socio-communicative style (how a teacher would perceive himself or herself) and teacher socio-communicative orientation (how students would view the teacher) are based on earlier
McCroskey and Wheeless, the first to introduce the concept of “affinity” in the communication literature, defined it as “a positive attitude toward another person” (1976, 231). Bell and Daly expanded research in the area of affinity seeking in interpersonal communication. They defined “affinity seeking” as “the active social communicative process by which individuals attempt to
Assertiveness, one of the three primary dimensions studied under the rubric of teacher socio-communicative style (the others are responsiveness and versatility), refers to an ability to use effective and appropriate communication in making requests and defending one’s position. It involves a willingness to speak up for one’s own beliefs without impinging on the rights of
Teacher clarity is the extent to which the meaning stimulated in students’ minds by an instructor accurately matches the meaning an instructor intends to convey. In their article on teacher behaviors, Rosenshine and Furst (1971) identified teacher clarity as the most important aspect of teaching that researchers should investigate. Since that article, research programs originating
Music teachers instruct people on how to sing, play musical instruments, and appreciate and enjoy the world of music. They teach private lessons and classes. They may work at home or in a studio, school, college, or conservatory. Many music teachers are also performing musicians. Music teachers make up a very small percentage of the
Preschool teachers promote the general education of children under the age of five. They help students develop physically, socially, and emotionally, work with them on language and communications skills, and help cultivate their cognitive abilities. They also work with families to support parents in raising their young children and reinforcing skills at home. They plan
Teacher aides, also called teacher assistants, perform a wide variety of duties to help teachers run a classroom. Teacher aides prepare instructional materials, help students with classroom work, and supervise students in the library, on the playground, and at lunch. They perform administrative duties such as photocopying, keeping attendance records, and grading papers. There are