Interactions are in Articles 3, 6, 7, 10, 11, 12, 13, 15, 16
Thesis: Teacher-student relationships develop from daily classroom interactions between teacher and students. The establishment of warm, positive, healthy teacher-student relationships and interactions is crucial to student’s emotional, behavioral, and cognitive development.
Article 7
According to Allen (2013), improving the quality of teacher-student interactions within the classroom depends upon a solid understanding of the nature of effective teaching for adolescents (p. 77). As cited by Allen (2013), “ Hamre, Pianta, Burchinal, & Downer (2010) developed an assessment approach that organizes features of teacher-student interactions into three major domains: emotional supports, classroom organization, and instructional supports. This approach to assessing classroom interaction qualities has been tested and validated for the grades of prekindergarten to five, with evidence supporting this latent structure of dimensions and domains across grades and across content areas (Allen, 2013, p.77). The Classroom Learning Assessment Scoring System-Secondary (CLASS-S) was developed for secondary schools as an upward extension of previous work. Within each domain considered are specific dimensions of classroom interactions that past research suggest are likely to be important to student learning. The qualities of of emotional and relational support is captured via assessments of the dimensions of positive classroom climate, teacher sensitivity, and regard for adolescent perspectives (p. 77).
Allen (2013) noted, the CLASS-S draws upon theoretical and practical approaches in terms of observable, ongoing qualities of teacher-student interactions (p.78). This scoring system focuses o...
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...skills indirectly through providing more facilitated opportunities for practicing peer skills; effective management of time and behavior in the classroom allows for more opportunities for positive peer interactions and decreases the opportunities for negative peer interactions (Luckner, 2011, p. 264).
A study focused on teacher-child interactions in a dyadic setting, whereas most teacher-child interactions take place in group settings. The study investigated whether the complimentarily principle (mutual interactive behaviors are opportune on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. In addition, the study examined whether interactive behaviors and complementarity depended on children’s externalizing and internalizing behaviors, interaction time, and interaction frequency (Roared, 2013, p. 143-144).
The relationships between children and adults in a learning environment, and among the children themselves, are the basis for building a safe, strong and caring community in which everyone is accepted, respected and comfortable. The warmth and support children receive influence the development of greater social competence, fewer behavior problems and enhanced thinking and reasoning skills at school age (Bruce, Cairone & the Devereux Center for Resilient Children, 2012). Supportive interactions occur when teachers listen attentively and displaying unwavering, genuine care and compassion to children. Young children are full of laughter, stories, anecdotes and simple tales of their lives and they love sharing their life experiences with teachers. Teachers should be aware that young children’s voice should be valued and heard. Garvis and Pendergast (2014) suggested that while young children’s voice is being heard and teachers acknowledge their feelings, reciprocal and responsible relationships are more likely to be built. The art of listening is even more important during times when difficulties are present in a child’s life. Strong relationships with young children provide insight so that teachers are able to provide prompt help when children are facing risk factors in
A substantial literature delivers indications that sturdy as well as positive relationships among teachers and pupils are essential to the vigorous growth of each and every learner in primary schools. An optimistic teacher-pupil relationship is a critical aspect for pupils’ knowledge as it permits the learner to acquire in surroundings where they feel greeted as well as at comfort. It is said that the teacher–pupil relationship predominantly in the early year settings is one of the most influential origins within the environment of a primary school. In addition to this it has been noticed that a key aspect influencing pupils’ growth, early school engagement as well as educational motivation, teacher–pupil interactions create the foundation of the social setting in which learning takes place. Consequently, the teacher is required to obligate with the skills to associate with their pupil on a level that they comprehends and agrees. This paper discusses the reason why it is important for the primary school teachers to establish positive teacher/pupil relationship as well as the ways in which this can be achieved is demonstrated.
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
The relationship that a teacher creates with their students can affect the environment or atmosphere of the classroom. In an article, by Hamre & Pianta (2001), it states that, “supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships” (p. 49). Most students will work harder for teachers if they build a good connection with the student. Teachers will also look more “human” to a student and remind them that the teacher does care very much about them. The article also states that, “Talking with students about their lives outside of school is one way teachers can show an interest in and appreciation for students” (Hamre & Pianta, 2001, p. 54). Students love talking about their lives outside of school and their interests. It also allows them to show their personalities and lets the student know that their teacher wants to know about
(n.d.) Providing this learning theory in a child’s development will provide a foundation of relationship skills that will enhance how a child interacts with those who they are around. When a child has the skill of social competence, they will understand when it is necessary to interact with others. It has been researched by Hardwoods how social development can determine the effects of how children preform in school as far as academic success, and school readiness. Hardwoods stated in his research findings that, “Children’s early social emotional development is important to their lifelong learning, academic success, and school readiness.” (Harewood, T. N. (2016). For example, a child who is experiencing the different types of social interaction through their early years of development is more likely to be more successful in school activities than children who aren’t experiencing any type of social interaction. When looking at the social development theory and how this can relate to the development of the child it is important to take into consideration how this can determine how a child reflects in school as they are interacting with other
In the first article “The Journal of Educational Psychology” states that teacher-student interactions are very important and can change a students path in achievement. They suggest that when teacher-student interactions take place in a positive matter whether one on one, small groups, or the whole class, that these teacher-student interactions deliver the students with the correct support needed for their learning potential. Also, these positive interactions then can help set the student up for other positive paths in the classroom. Examples of these interactions are categorized into three realms of support: emotional, organizational, and instructional. Teachers who offer a high amount of emotional support to their students in the classroom are creating a safe environment for their students where they can then feel as if they can take positive ventures in their students learning ability. Also it’s stated that an organized classroom can help provide productive routines and also helps support students attentiveness as well a...
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
I really enjoyed this chapter on relationships between students and teachers because I was able to relate to the idea of a good relationship improving the learning in the classroom. In second grade, I had a teacher who really reached out and made good relationships and I have wanted to be a teacher who can make an impact on students’ learning and lives ever since. I think most would agree, and studies have shown, that good student/teacher relationships are important in the classroom but in this chapter the author went even deeper and discussed the how open a teacher should be. On page 62, the author listed three kinds of relationships that could take place in the classroom. After thinking about the choices, I found myself between the two and the three. I want to be as open as possible with my students but not about anything and everything in life. I think there are appropriate boundaries where it is ok to talk about out-of-school life but that it should be relatable to the students, such as a game that happened over the weekend or an event in the town. I think it is important to be able to have personal conversations with students but I think it is best to focus the conversation on them and be open with relatable stories or comments that will build the relationship.
The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. We ask ourselves what is considered a good teacher? All of us have gone through schooling, and if fortunate had a favorite teacher. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish
...nik, Meltzoff, Kuhl, 2011). These action can increase children’s ability to learn and interact with teachers and classmates. In addition, teachers can enhance children’s understanding for social, cognitive and physical with appreciate materials and toys.
The emphasis on social interaction influencing cognitive development impacts on how students are taught. Class room environments need to allow social interaction as a key part of learning activities. This social interaction permits students to learn from both the teacher and their peers through collaborative activities. Teachers that encourage discussion will lead students to think critically and this will assist in providing meaning to new information. (Powell & Kalina, 2009 p245)
It is important that teachers help their student developed social skills for peer acceptance. The role a pre-k teacher is to observed and record social skills. the teacher need to determine who plays alone, who plays in groups, who gains access to play and who makes friends. By observing and recording this data a teacher can find out who needs help and how can they help that child developed social skills. Arranging small group activities, is an effective way to help that child interact with others. It is important to teach students to work well in groups because in the workplace it is an essential key to success, it helps developed their communications skills as well as improve their confidence. If I were to design an activity for a pre-k
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
Wallace, T. L., Colditz, J. B., Horner, C. G., & McHugh, R. M. (2013). Bridges and barriers: Adolescent perceptions of Student–Teacher relationships. Urban Education, 48(1), 9-43. doi:10.1177/0042085912451585