What teachers perceive—Children receive?

Abstract

This study was an attempt to ascertain the relationship between teacher perceived attractiveness and classroom interactions. Eleven elementary school classroom teachers were observed during language arts instruction. After all of the observations were completed, each teacher answered a questionnaire regarding the children in her/his group. The interaction scores of children perceived as attractive or unattractive were then analyzed using a within‐subjects analysis of variance design. Three separate analyses were performed: for the positive, negative, and neutral interactions categories. The results indicated that positive classroom interactions were unevenly distributed. No differences were indicated in any of the other analyses.