Per una docenza significativa: la metafora come strumento educativo per la comprensione del disagio nel rapporto docenti-studenti

The teacher-student relationship represents a complex space to be exam- ined, in which dynamics occur, sometimes suspended and unexpressed, which determine their conduct and often contribute to bringing out in- conveniences and deviations that are generated in other places, for exam- ple at home. Difficulties that often force students to drop out of school. Teacher’s posture, the relationship he has with the student group, the quality level of the job has a decisive influence on their performance in terms of learning and for the development of their personality. A positive and virtuous model of significant teaching can generate positive effects in the student group in terms of learning motivation, if the teacher will carry out the activities with passion and contagious enthusiasm. The use of a metaphor will help to clarify some dynamics that are revealed in the relationship between teachers and their students. Dynamics that can in- fluence students’ educational success in a positive or negative way.