Norway has over a long period had a political and professional consensus on the notion of a “school for all”, an inclusive education according to the Salamanca declaration.  Lately focus has moved towards what factors that contribute to pupils learning within the inclusive educational environment. International studies show that a positive relationship between teacher and pupil is important for the pupils’ academic achievement as well as the social development and adjustment (Hattie, 2009; Nordenbo et al, 2008). Having a positive relationship to the teacher is of concern, not only for the pupils’ academic and social development, but also for their mental health in the short and long term. For some children, the teacher may be the only person to see them and make a difference in their lives (Drugli  2012). The teacher can then be the significant adult who contributes to the child’s safety and gives the child the courage and strength to master his life.

The starting point for this paper is empirical data illustrating interpersonal relationships between a teacher, Ann, and her second grade pupils during a math-lesson in an ordinary Norwegian classroom context. The data, transcribed from video-recordings, is a conversation between the teacher and her 22 pupils in her second grade class on what the number eighteen could be. The pupils offer answers that vary from very simple to more complex and sophisticated. The teacher- pupil relationship can from this concrete classroom example be studied in many ways. One way is to study the interactions in light of the concept of intersubjectivity (Wertch,1984; Moen 2014) another to explore the dialogue perspective in light of the theoretical concept the in-between-space (Tislevoll, 2010; Biesta, 2004; Arendt,2005). A third approach could be to study how the teacher uses warm humor (Müller& Ruch, 2011; Spurkeland, 2005) to build relationships with her pupils. I will however focus on the relationship between the teacher and her pupils from the perspective of acknowledgement (Møller, 2008; Schibbye, 2009). How does the teacher through her questions and responses to the pupils answers acknowledge her pupils and how does that affect the teacher – pupil relationship?

Schibbye (2009) describes acknowledgement in her work on dialectic theory on relations. This theory is founded on an existential phenomenological basis (Møller, 2008). We all have a need for acknowledgement. To be recognized, appreciated and accepted from others develops our identity and creates meaning in life. Schibbye categorizes acknowledgement between therapist and client, or as in this case between teacher and pupils, by means of the following ingredients: listening, understanding, accept, tolerance and confirmation. These ingredients are interconnected and dialectic (Moen & Gudmundsdottir, 1997). In this presentation I will explore how the teacher uses acknowledgement by applying Schibbyes different ingredients and show how this can contribute to understanding and improving the teacher-pupil relationship.

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