Button (1992) suggests that children's answers and questions may not be what the teacher is specifically seeking, but no good educator can afford to ignore them because they can hold the key to the next stage in learning and provide a starting point for investigation:
Investigations are about using and developing concepts, skills and processes in a way which will assist children in finding the solution to a problem or question or in following an idea.
After a few days the teacher noted that Eleanor was fairly comfortable in school and was happy to talk about the games she was playing. The teacher noted: 'Eleanor enthusiastically told me the names she had given to all the plastic play people/
After about a week Eleanor began to greet the teacher when they met in the morning and she usually had some news to report. The teacher felt that this was a good sign that Eleanor was settling in well.
Should a child love his teacher? Yes, if "love" is taken to mean a warm, constructive relation in which the child is truly valued and helped to develop his best potentialities. No, if it means a relationship that is intense and meets the emotional needs of the teacher at the expense of the child. A teacher's strong personal affection for one child may lead to favoritism, which children keenly resent. Or it may make the child oversensitive to the teacher's opinion.
Button (1992) suggests that children's answers and questions may not be what the teacher is specifically seeking, but no good educator can afford to ignore them because they can hold the key to the next stage in learning and provide a starting point for investigation:
Investigations are about using and developing concepts, skills and processes in a way which will assist children in finding the solution to a problem or question or in following an idea.