A TEACHER-STUDENT Dynamics in Classroom in the Conventional Milieu: A Relational Dialectical STUDY

Abstract

Teacher and student interactions shape behavior and reflect internal and external school related tensions. Thus, this qualitative study used a relational dialectical design to explore the internal and external dialectics of teachers and students in classroom dynamics. Using purposive sampling, teachers and students underwent in-depth interviews separately. Using a priori themes based on the relational dialectic’s theory the following emerged: expression-non-expression, openness-closedness, independence-interdependence, intimacy-isolation, inclusion-exclusions, freedom-constraints, and stability-change. The participants show toughness in managing the realities of interculturally related dialects amid the conventional milieu such as adapting to the communication style to fit the cultural context, engaging in intercultural education, and fostering open dialogue. Ultimately, making sense of the dynamics in the context of the cultural backgrounds. Viewing oneself as learners and adjusting to cultural norms are the insights shared to society.