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    222

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    Flor Martinez

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    a Heater A. Davis funds des... tht communication behaviors com ‘inal change. Communication afs (bower emerge onlyaftera pret many behav have oeured ad ben ‘observe. (bel, Levy, Brekelans, 1997, p83) ‘Wubbels and colleagues have made several important contributions tothe eld of wacher-stadent interaction research. Specifically thor researc program hasidntited the rial relation that dominant behaviors play inimprov= ing student learning outcomes such asatitude acheverent, ‘and repulaion of leaming behaviors. The tend in their studies is ha the mote dominant te teacher, the moze bet students achieve, With that sid, the more cooperative the teacher, the mire positive atiudas her students wil have “These esultscreateadlemma... teachers want studen to be both high-achieving and supportive they may find themselves pulling in two directions: strictness correlates ‘wel wit hgh achievement, while lexiility relates to posi tive attudes” (Wubbes eta, 1997 p. 84). The amount of ‘ariance explained by the 1wo dimensions, however, ends to vary by teaching context with each dimension making “separate but dsintive contributions to both cognitive and motivational outcomes. ‘had been thought that teachers’ displays of influence ‘nad a more tet influence an cognitive outcomes, while teachers” displays of proximity operated indirectly though «enhanced motivation, However, event studies by den Brok, ‘Wubbels, van Tatwijk, and Voldman (2010) examining the role of students ethnicity in shaping their perceptions of teacher interpersonal behavior in maiclral classrooms indicate stent” tferenialy interpret teachers displays ‘of influence and proximity based on their ethnic identity Bosh dimensions of proximity and influence predicted subject mate atudes ad report card prades across six i ferent ethnic groups, Yet the amount of variance explained by each dimension andthe pathways of dret and indie influence varied by tine group. ‘Across several studies den Brok and colleagues suggest the amount of cultural diversity im the class might also ‘ontibute ostadents' perceptions of teacher communica: tion style, Levy, Wubbels, Breksimans, and Morganfield (1997) found “the greater the number of cultural hack rounds in a las, the more dominant and cooperative the perception ofthe teacher" (p. 45). The greater the percentage of US horn students in the elas, the more the students tended to percive the teacher as submissive. den Brok, Levy, Wubbels and Roderiguer (2003) also found studens’ language at home was significantly related to thei perceptions of teachers “understanding” Behaviors, ‘Students who spoke primarily Spanish at home tended to perceive more understanding fom ther teachers than their Asian American or African American pers. Students born outside ofthe United States perceived their teachers to he ‘more admonishing and dissatisfied. Levy, den Brok, Wub- ‘els and Brekelmans (2002) also found the perception of teacher behavior varied a function of stdents’ gender and etbieity, with African American males among the last likely toporeive leadership bchaviors nd helpflriendy ‘behavoes from thee teachers Findings rom across these studies sugest how teachers «xe influence in thet classtoom i eically important ‘Wouk by Middleton and colleagues (see Middleton & Midg- Jey, 2002) suggests that when teachers adopt the dominant roleas.an instructional leader, hey can exer diferent types ‘of “press” on their stadens to engage with academic work ‘Middleton conceptalizes academic press asthe enactment of teacher beliefs, motives, and values regarding their subject mater, teaching. and learning. This concept of the pres” of context is nat new tthe field of eid develop ‘ment (see also Davis, 2006), Press canbe dret through the teachers imeractons with students or indirect through the climate they crate around learning intheirclassmaom, Press communicates not only a type of intensity inthe relation ship but depending on the kind of press can connote the quality of intuence displays studems' perceive fom their teachers, Tey identified tree types of academic presses pres for understanding, press for performance, and press for competition, For example, when teachers press their students for understanding, they implicitly communicate to students thee confidence instants’ abilities master ‘content and their perception that students can be success ful pursuing ha typeof carer. Consistent across the Held ‘of motivation are findings that students are more engaged with academic content when they perceive their teachers are focused on understanding, ‘Summary and Recommendations AAs teachers, Wuhbels and collegues oar us Tens for cvalating the messages we send to our students. We can begin by evaluating the ways in which we attempt to cu: tive seas of interpersonal warmth with out students. ‘We can monitor our proximity behaviors: are we seeking «eye contact and have we "checked in” with eachand every sideat inthe class, are we monitoring the levels of pleasant and unpleasant emotions we express and do ou verbal and rnomehal messiges align? Simple measures to videotape ‘our instruction and to joural students responses tour ‘behavior can provide powerfl insight into the emotional climate we are creating. Nex, we ean evaluate the meth fds we use to inluence students to engage inthe tasks we

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