REFLECTIONS AND REACTIONS

Reflections and Reactions

Reflections and Reactions

Teacher Attitudes - Culture & Learning

Communication and culture is part of teacher's professional and educational activities. This is a complex integral quality of teacher's personality which includes culture, language, , behavior of the organization's various activities and interactions of students, as well as knowledge of the individual, his/her empathy and assertiveness in its cultural dialogue. The teacher organizes the communication and teaches children to communicate. In the culture, communication of the modern teacher reflects the following: discovery of the child to communicate, child participation in the process of communication and the rise of the child in the process of communication. Implementing them is done through practical and professional skills of the teacher. Managing the process of communication, the teacher creates a learning environment for cultural understanding in the collaborative dialogue, which includes mutual aid, tact, respect, and ability to maintain contact, provide feedback and to manage their behavior (Mackay, 2011).

Children, who grow up in an exciting environment and are subject to constant pressure to respond to the excessively high expectations of parents or school teachers, can become tense, nervous and very emotional. The formation of attitudes is not exclusive to school, but it is a work of various educational actors. At school, the formation of habits and attitudes, and openness to the values is directly related to cultural mediation. The school's specific social mission is to educate the transmission through systematic, critical and creative force of culture. The basic educational training is not an end in itself but a condition of the possibility for the entry of the subject in the social and cultural (Pudi, 2002).

In today's schools, the changing teachers' attitudes towards the child, is associated with a humane approach, co-creation of the teacher and students in collaborative learning activities. The teacher should treat the student as an independent entity capable of learning, not by coercion but through choice. Communication is a key factor in the development and identity formation. Teachers, of cultural communication, in this case have the ability to build academic dialogue not only between themselves and children, but also within the group of children (Pudi, 2002).

It is known that in education, attitude formation is a task which is basic for the transmission of content. The contents are believed to forget and change, while the efforts of the will are more stable and absolute at times. Attitudes are learned predispositions. Those trends are relatively fixed and guide the conduct. They are likely to manifest themselves in the situation and objectives. The attitude in a behavioral predisposition acquires the contact with a competent person. This formation of habits, attitudes and values must be challenged not only at school but in the family, coming from parents, to dictate the society. Because of the radical openness to the value, there is no possibility of learning. This way the value of the culture of learning is discovered.

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