Inter-generational learning

• Autores: Rodríguez, Laura Mariela
• Año de publicación: 2022
• Idioma: inglés
• Tipo de recurso: artículo
• Materia: Educación; volunteering; language teaching
• Institución: Universidad Nacional de La Plata

Anderson (1970:135) notes that groups and classes have a distinctive personality or “climate” which influences the learning efficiency of their members. He posits that the classroom environment is made up of interpersonal relationships among students, relationships between students and their teachers, relationships between students and both the subject being studied and the learning method, and finally, the students’ perception of the structure of the class. When experiencing disengagement in a class, it is easy to notice how the different dimensions identified by Anderson more than five decades ago come into play, even if our contemporary societies have changed significantly and the causes of “harsh” classroom climate are context-bound. In Argentina, education has not always been a major priority on the political agenda. Despite individual efforts and some good intentions, classrooms (particularly in state schools) are often permeated by a sense of indifference and/or lack of clear direction. Disengagement may also stem from students’ poor self esteem, family problems or simply boredom. Whatever the reasons, when lack of personal connection becomes ingrained, it eventually affects even the more highly motivated students, teachers and school administrators alike.
Facultad de Humanidades y Ciencias de la Educación