Extract
[...] By making her live successes, he can, in fact, help her to change her own perception of her school success abilities and change the schemes. This dynamic coupled with particular attention to the course contents, diversified, stimulating and oriented forGiving or giving back value and meaning to the school tasks performed can also prevent a dangerous demotivation and the mutual misunderstanding schemes in which the two protagonists are trapped. If, therefore, the pedagogical relationship, in its practice, can take the most varied forms, always mixing conflictual relationship, mediation and evolution, corresponding to a complex entanglement of implicit underlying problems, its implementation responds to a growing concern to see the teacher's interest and the student's interest correspond, opening up numerous avenues for improvement and working paths, as much to the problem of classroom management as to the evolutions of work forms (Perrenoud, 1999). [...]
[...] The conflict therefore arises from an attack on the supposed regular functioning of pedagogical practice, this definition suggesting that there would be a good practice, known to both the student and the teacher. Indeed, the teacher mentions, in key words and subtly, their expectations by referring to a period when they were "old buddies and had « of course», making participation and cooperation the keys to reading its main expectations. Another personal evaluation criterion is noted in the use of the adjectivevolunteer » who is opposed in all points to the characterization of the young woman by the elementsplus cooperative of all » / « you are sulking » / » do the face ». [...]
[...] This decision appeals to a motivation that is both standardized and personal. This scene mainly highlights the teacher's expectations that respond to the student's surprise by the elements you know very well why / you know that you have to come see me », thus referring to precise signals, related to the school regulation established but also to the rules of social life, supposed to be acquired by the student. We therefore observe that the teacher expects the student to conform above all to the standardized explicit and implicit school rules. [...]
[...] (1999). The pedagogical relationship, a necessary condition for any educational success. French Review of Pedagogy, n° 128, July-August-September 1999, 97-106. - GURTNER, J.L, GULFI A., MONNARD I., SCHUMACHER J. (2006). "Is it possible to predict the evolution of motivation for school work from childhood to adolescence? French Review of Pedagogy - FELOUZIS, G. (1997). [...]
[...] Review of Educational Sciences (Montréal), Vol. XXV, n° pp. 533-570. - ROBINSON K. (2013). The Element: When Finding Your Passion Changes Everything Play Bac éditions. [...]
