The New Learning Environment Meets the General Needs of the Students Teacher for a Day
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Abstract
The issues of teaching styles represent a constant concern of contemporary pedagogy. The analysis of the determinants of educational styles is aimed at identifying effective style in relation to each educational context according to Fiedler’s contingency model. There are some opinions that effective educational style could be described by the interaction of two dimensions: control or independence and emotionality (Potolea et al., 1989; Iucu, 2008). A previous study conducted in 1939 by Lippitt showed that in the democratic classroom atmosphere, the teacher, as a formal leader, helped to make a central position in the group stratification accessible to all members, and a friendly spirit of work recognition existed between the members - items on co-operation, praise, constructive suggestions, and objective criticism. A dominating type of verbal expression appeared to be the only path left open by which members could strive toward status in autocratic classroom atmosphere (Lippitt, 1939). Previous studies highlighted the impact of culture within they occur on communication skills (Serbanescu, 2009). In these circumstances, we intend to conduct a study, at the level of primary education classes, in order to investigate the relation between the leadership style of the teacher and students achievements. Previous studies recorded better results regarding intrinsic motivation and group cohesion (Soar, 1972). We also intend to investigate the influence of democratic atmosphere on school results in terms of students' emotional potential.  Â
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Keywords: Democratic classroom atmosphere; Formal and informal structures in group dynamics; Group cohesion; Results in terms of students' emotional potentialDownloads
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