Vol. 1, Issue 7 (2016)
Quality in classroom transaction
Author(s): Dr. Parminder Kaur
Abstract: Classroom transactional practice includes teacher, content, environment, assessment, mode, style etc. For effective classroom practices quality relationships should be built. Building quality relationships takes time; developing students’ ability to make appropriate choices take time; fostering and maintaining harmonious classroom environments takes time; allowing students to learn from their mistakes and develop strategies for restitution takes time. Within any classroom there is a constant dynamic transactional process developing. As a result, it is increasingly likely that as the children become older, a parental stimulus directed at a child ego state will result in an adult to adult response. Even though the response is perfectly reasonable, and indeed would be sought in most circumstances, in this case it leads to a crossed transaction and the potential for a negative conversation. Transactional Analysis is an exceptionally useful tool for helping colleagues to understand their interaction with students, as it explains clearly why some negative transaction which we all have from time to time result in negative responses. However, it also helps us to develop strategies which we can practice and mature, which will help with longer term relationships with students, bring more positive relationships to all concerned, and help in developing (as opposed to managing) behavior.