TEACHER ROOM: The interaction of the teacher and the student in the classroom.

The interaction between the teacher and the student can be seen from the concept of socialization of school educational activity, as the type of relationship that formulates and serves as the central axis of the processes of construction of knowledge that students perform in these activities.

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In fact, the teacher is the most direct supervisor to support and facilitate student learning, always trying to offer them the most appropriate educational assistance based on their knowledge, more complex values and a culturally appropriate referenced curriculum.

Given this, a series of aspects and relationships established in this interaction will be studied: first, there are a series of characteristics that determine the context in which the interaction takes place.

Context in the classroom

The characteristics that define the context of a class are diverse and numerous, but many of them already exist before the educational interaction takes place.

Dobyle (1986) suggests the existence of a series of characteristics or properties that go beyond how students are grouped to learn (by age, level, skills or knowledge) and the teacher's educational philosophy:

Source✦ Multidimensionality: the classrooms are places where so many things and tasks occur, that the opportunities to pay attention to all, on the other hand, to the students and teachers are very limited.

✦ Simultaneity: many of the events occur simultaneously.

✦ Immediate: many contacts and interpersonal relationships occur so quickly that there is no time for reflection.

✦ Unpredictability. Since many social interactions occur in the classroom, it is difficult to predict how a particular activity or task will develop, since unexpected changes often occur.

✦ History. Any group that remains united for a certain period of time accumulates a number of common experiences, norms and subroutines that constitute the context in which daily activities are carried out. The first experiments as results, positive or negative, will not be easily changed.

On the other hand, Anderson (1989) suggests that in the classrooms (as a group of students) and teachers vary in five dimensions, directly related to the way of teaching, and the consequences of this for the students:

Source✦ Learning objectives. The learning objectives, both explicit and implicit, that the school tries to achieve, can be very different: from the simple memory of the facts and the mastery of the skills to solve specific problems of creativity and critical thinking. In turn, one should consider the goals that some teachers consider important and include and carry out in their classes.

✦ Perception of the role of the teacher. Teachers, students and the administration of education have different points of view regarding the educational role that the teacher has in the classroom; This can vary from seeing the teacher as a person who provides knowledge, seeing it as an intermediary in the construction of student knowledge.

✦The role of students. Beliefs about the nature of learning and the role that students have in their abilities are peers associated with the perception of the role of teaching. In this aspect, the beliefs range from treating the student as a passive receiver of information in a passive process of information in a process directly supervised by the teacher, to see him as a designer or pioneer of new knowledge in a self-regulated way.

✦ Nature of school tasks. The tasks and exercises that are done in the classroom are also very different. They are different from those that encourage or require the recovery and recovery of a specific training (content), those that ask students to solve problems or perform creative work. In addition to this measure, the other possible is a more or less authentic (close to reality) or academic character of them.

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