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Illeris (2017) originally focused on learning from a cognitive perspective;
however, in his later research, he also connected the cognitive with the individual’s
own ambition to learn as well as the societal context. He asserted that the interaction
between an individual and the environment affects learning: “[…] the more activity
and engagement the learner involves in the interaction, the greater the learning
possibilities are […]” (p. 115).

Classroom Rules and Routines Carina Tångring has
Darling-Hammond (2005) discussed classroom strategies based on Evertson et a Master of Education
al.’s 27 classroom observations from 1997. Teachers “who were clear about rules and degree. She combines
teaching at an upper
routines in the first few weeks of the school year had fewer misbehavior problems secondary school with
than teachers who did not make these clear at the beginning” (p. 341). Setting up working as an adjunct
the rules together with the students to enhance student ownership of the rules is lecturer at the Department
even more effective (Evertson, 2013). Skilled teachers know that one needs to be of Education, Uppsala
aware of what is going on in the classroom at all times. Teachers who are effective University, Sweden.
leaders address problems even before they arise through an alertness to what is Tångring is the leader
of the international
going on and whether that is within established bounds. Already in 1977, Kounin course Leadership in
called this “withitness,” or rather eyes in the back of one’s head, and concluded that the Classroom, which is
teacher behavior affects student behavior as well as learning outcomes. In more also her special field of
recent studies on classroom management by Marder et al. (2023) and Karlberg and interest. She is a member
Nilsson (2020), the authors highlighted the importance of clear expectations, rules, and former member
and routines to encourage positive student behavior. of the board of Epsilon
Chapter in Sweden State
Organization.
Relationships and Communication
Hattie’s (2012) meta studies showed that establishing and developing relationships carina.tangring@edu.uu.se
with students are important factors for effective teaching and learning. Aspelin used
the term “relational competence” (2018, p. 9), which can be seen as a relational
bank account where teachers need to make systematic deposits into the relationship
account to make students trust them. When teachers are consequent, clear, and
predictable, students will also consider them to be fair and just. Because relational
competence is practiced in a social context that is both insecure and unpredictable,
it is important to understand that each situation is unique. The authoritarian teaching
style that dismisses friendly relationships with the students is outdated but can be
efficient in certain situations.
Hirsh and Segolsson (2021) set out to analyze what students think characterizes
excellent teachers and teaching. They found that the best teachers “seem to interact
with and be in constant dialogue with classes as well as individual students, both
inside and outside the classroom. They get to know their students and show genuine
interest in listening to them and communicating with them” (p. 50). It is central
to understand the importance of well-functioning, genuine communication in
interpersonal professions such as teaching. Genuine communication is also useful
when the teacher needs to act upon problems in the classroom.

Nonverbal Communication
Babad (2008) noted a considerable amount of research published on teachers’
nonverbal communication—but also a lack of research on how to apply the results
from the studies in teacher training. In the past, training for student teachers has been
based on the natural intuition and experience of supervisors rather than academic
research. Nonverbal communication can only be understood in the context in which

Promoting Professional and Personal Growth of Educators and Excellence in Education 7