The relationship between teacher ideology and teaching is a salient one, where both must be intrinsic, to reduce the appearance of pseudo. The personal beliefs of a teacher can function as an asset or impediment to many students, especially in terms of classroom behaviors and student expectations. As Darder et al (as cited in Bartolome´, 2004) explains,
…In addition to understanding ideology as a societal level phenomenon, [Ideology must also] be unders...
... middle of paper ...
... that has been echoing for decades.
Creating a classroom climate that is student centered and targets reciprocal elements requires careful planning; specifically, the role of the teacher and how said role affect the learning environment. Perhaps the most important element is the presence of the teacher, which is tied to reflection and interaction. As Rodgers & Raider-Roth (2006) explains,
Paying attention to the fundamentals of classroom life—the relationships, the affective and cognitive interactions between students and teachers, the construction of genuine learning experiences and a hospitable school climate—is essential because these are the very elements of classroom practice that are threatened by the current educational trends. (p.3).
Mrs. Smith did a superb illustration of presence in the classroom, particularly in this interaction:
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