The Impact of Teaching Strategies and Style on Classroom Engagement and Interaction of Elementary School Students

Abstract

In a unified syllabus and teaching objectives, the same content is taught by the same teacher, which does not guarantee that all students will receive the same results. From the perspective of teaching objectives alone, sometimes it seems that the same teaching goals can be achieved, but the learning process is also different. Besides, different countries have different teaching goals for the same subject at the same grade, or the knowledge itself that has reached a consensus. In addition to the student's learning, there is a question of if the teacher's behavior affects the process and outcomes of the student's learning, and if the student needs additional support in the classroom setting. It is a very common phenomenon that if a student likes the teacher of a certain subject, the student will be very serious and hard-working when studying the subject. If a student does not like the teacher of a particular subject, the student may not be very good at learning that subject. This review discusses the relationship among teachers’ behaviors, students’ emotional support, class management, as well as instructional support. This proposal will give suggestions to the teachers regarding their behaviors during teaching interaction.