Authority and Respect for Support Teachers

Abstract

The article explores the fundamental dynamics of authority/credibility and respect in the relationship between students and support teachers. It analyzes the increasing issue of disrespectful student behaviors, ranging from minor interruptions to more serious offenses, and describes the various responses implemented by teachers. The study highlights the importance of maintaining an educational dialogue even in challenging contexts, promoting inclusive, respectful, and constructive learning environments. Furthermore, it evaluates the impact of classroom organization and teacher collaboration, emphasizing how teachers must adapt their physical, psychological, and relational proximity to the specificities of each situation, balancing flexibility and authority to preserve their guiding role. The work concludes with practical recommendations for creating school contexts where a relationship of mutual respect between teachers and students can develop, underlining that respect is built through a dynamic process that combines discipline and understanding.