The Impacts of Affective Teaching Behaviors and Performance Techniques on Student Engagement by Exemplary Teachers

Abstract

This qualitative case study sought to understand how final round candidates for the honor of “Teacher of the Year” in a Midwestern region of the United States described and exhibited the use of affective behaviors and performance techniques to engage students in learning. Seventeen secondary-level educators who possessed teaching experience in multiple subject areas participated. Data collection included 60-90-minute video interviews as well as observations of the candidates’ display of affective behaviors. Data analysis revealed six major themes involving the use and display of affective behaviors. The six key tenets described by exemplary teachers, were: (1) student expertise, (2) relationship development, (3) teaching valued above content, (4) engagement and energy, (5) teacher humility and transparency, and (6) teacher movement. Affective domain theory (Krathwohl et al., 1964) and Burke’s (1968) Social Communications Theory of Dramatism were used to create analyze the six tenets and create a model called the “Physiology of Exemplary Teachers.” The model served as a metaphor that described how the heart, head, gut, lungs, hands, and feet all work together to produce teachers of the highest engagement and efficacy. Recommendations were provided for each of the six tenets in the areas of policy reform, teacher preparation, and professional development and practices. For example, development of teacher emotional intelligence and observational skills; storytelling and movement; hooks and closure; eliminating tenure; providing choices and authentic audiences for students; lab-based teacher preparation classes to practice responses to unexpected variables; excused time for teachers to observe classrooms/schools and behavioral psychology training.