Browsing by Author "Palmu, Emmi"

Problem behavior influences a child’s academic success. This pattern of behavior has also been shown to be an important risk factor for achievements later in life (Kaufmann 1998; Sigafoos 2003). Research has shown positive teacher - student relationship can be a protective factor in these cases for students. (O’Connor, Dearing & Collins 2011.) Pianta (1995) has pointed out that Teacher- student relationship has a significance to a student’s overall managing and success in school and life. Teachers professional actions and children behavior problems are both widely researched matters. The aim of this research was to collect information from authors mentioned above and find connections between these two phenomenon. The aim of this research is to report whether a teacher’s actions in a classroom has an influence on a student behavior and clarifies what kind of actions from the teacher influences student behavior. Study was carried out with the method of systematic literary review. Through the systematic literary review five studies were found and analyzed by using the method of content analyz-ing. Studies were selected in a way which gives a holistic view of researches result in the past five years. All selected studies are intervention researches which are directional to im-prove a teacher’s professional ability and considers student behavior as a factor. This study shows that there was a connection between improving teachers professional skills and behavior of students who were a part of a risk group based on their behavior. From a student behavior angle, teacher interaction with students and models of communication had the most significant role. In this study, three operating models of interaction having relation to a students behavior were scrutinized. Those were closeness in interaction, interaction which showed class management skills and dialogical interaction. Former two of above mentioned models were significantly connected to children behavior. Interaction which contained more closeness and elements of class management decreased problem behavior significantly. Based on this study it seems possible to influence student behavior by increasing teacher knowledge on the importance of models of interaction.