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though the group may be treated as a single whole. Even a temporary loss
of psychological contact with pupils may have consequences, which are dif-
ficult to foresee. Regular impairments of mutual understanding between the
teacher and the pupils which become a rule rather than an exception are
bound to create a gulf between them. Thus, pedagogic tact helps the teacher
to establish necessary contacts with his pupils, and gives him broad possi-
bilities for moulding and developing the pupil’s personality.
Contact between persons presupposes reciprocity in the process of com-
munication between them. Communication can only be maintained, and
effectively developed, if parties mutually respect and trust one another. For
establishing contact with the pupils for teaching and other educational pur-
poses, the pedagogue requires due respect, but the reciprocal character of
contact in communication calls for respect and trust for the pupils as well
from the teacher.
The relation between the pedagogue and the pupil depends to a greater
or a lesser degree on the general climate in the school and on the psycho-
logical culture in general. A teacher, who can mix discipline with empathy,
can create a favourable psychological atmosphere. Empathizing pedagogues
know how important it is to rely on a pupil’s self-respect for establishing and
maintaining close psychological contact with them. By contrast, the loss of
psychological contact is likely to result in an interpersonal crisis.

How Conflicts Take Place in Teaching and Learning Situations

The process of communication does not always proceed smoothly and should
not be conceived as something devoid of inner contradictions. At times, the
communicating individuals enter into an interpersonal conflict.

Interpersonal conflict

Interpersonal conflicts may arise due to possible antagonistic stands. The
social and educational significance of such conflicts may be different, and
depend on the values providing the base for interpersonal relations. Between
the pupil and the pedagogue, it leads to tension, emotional distancing, com-
munication gap, and blocks the way to the common goal.
Semantic barriers in communication create conflicts preventing the
establishment of interaction between the pupil and the pedagogue. A seman-
tic barrier in communication consists of a different interpretation by the
partners regarding a demand, request, or order leading to a lack of mutual
understanding and, thus, hampering their interaction. For instance, a seman-
tic barrier in the relation between a pupil and the pedagogue may arise due
to the fact that, the child cannot comprehend the teacher’s demand as they
run counter to his experience, views, and attitudes. Semantic barriers arise

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