Abstract
The present research aims to develop a theory on teacher–student interaction in the first year of primary school period. The present research was designed in grounded theory research which is one of the qualitative research traditions. A total of 18 primary school children started the first year of primary school. Data were collected through participant observation. Participant observation was launched after all necessary ethical permissions were taken from local education authority, the participant children, their teacher, and parents. Data were analyzed through constant comparison within three stages as open coding, axial coding, and selective coding. It was reported that the teacher and the first graders mutually developed strategies and there were several circumstances in the interaction that nested behavioral problems.
Highlights
Humans are such social beings that they seek out interaction with each other rather than remaining isolated
The theory developed in the present research is a response to the question: What happens during teacher–student interaction when the first graders start primary school? Findings of the study revealed that the teacher used several strategies to make the first graders adjust to the classroom setting once they entered and the first graders employed a wide range of coping strategies in response to adjust
There is a context in which the teacher used verbal influence with close communication but it led to conflict between the participant child’s desire and the teacher’s demand because verbal influence functioned as a compelling instrument rather than as method of adjustment
Summary
Humans are such social beings that they seek out interaction with each other rather than remaining isolated. Interpersonal interactions are a headlong process in which people interact with each other and receive a response in return. Interpersonal interactions require common and shared values. It is described as the normal, flexible, balanced, appropriate, and accurate interpersonal behavior in accordance with cultural and social norms (Leary, 1957; VandenBos, 2015)
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