Never Forget What It Was Like to be a Student
After a great deal of reflection, I found this statement to be at the core of my teaching philosophy. If you can not understand students, you can not expect to instruct them or guide their learning as effectively. Some of my best teachers, for example, where those who understood that students’ attention spans were limited and at any given moment their pupils were facing many more challenges than those merely presented in class. By developing a connection with students on some level, these teachers demanded a respect that was not simply based on fear. Consequently, in these classes my fellow students and I were more self-motivated to do well since the level of respect we had for our teachers also included a desire to do well and please them with outstanding academic performance.
A close student-teacher relationship works in two ways, and in my opinion, not only benefits the students but has the added bonus of benefiting the teacher as well. Teachers who develop a rapport with students will be more likely to be driven to create dynamic lessons that engage a diverse group students than teachers who merely show up and present information in a bland, mundane manner to a monotonous sea of faces. By understanding students, teachers are also able to gauge what type of lessons would be most appropriate and effective. Some classes, for example, may be able to work well cooperatively while another class may need the same mate...
...forming productive friendships with teachers. I can say from experience, that one bad teacher can have a huge impact on how students interact with new teachers. Which if a student has these walls built, that does not support a comfortable, safe, or uplifting classroom for students to work in. Which could indefinitely hold the student back from truly learning in the classroom.
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
"Education is the key to success in life, and teachers make a lasting impact in the lives of their students." This powerful; quote by Solomon Ortiz aims its intention to show how vital the correlation of teachers and students are. Teachers and students mutually benefit from one other to prosper. I could relate to the quote and meaning behind it. During my tenure at Derby High School, I had one teacher in particular that served as a positioning lasting impact during my course at high school and for the rest of my life. That teacher and I shared experiences in the classroom, football field, and in life in general. These experiences with each other have dealt with successes, failures, and lessons that I will preserve with me for the rest of my life. His name is Mr. David Cherveralla,
Have you ever had a teacher you really enjoyed? Why did you enjoy him? For most people it is because the teacher interacted with the student and made them feel involved in the learning process. As Carl Jung puts it: “One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” (para. 249).
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
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
I would strive every day to make my classroom a secure place for students. Appropriate relationships should be prevalent in every classroom to develop trust between the student and the teacher. I would show interest in the students’ interests, attend activities that seem of importance to the students, and truly get to know each student. If a relationship is built, students will be more willing to confront teachers with their problems, rather than trying to solve them by their self
Teachers should also have the ability to also learn from their students. When teachers develop and focus in on the individual talents of each student, teachers ultimately build stronger self-esteem and confidence. This mutual respect for individual skills drives academic accountability and promotes a give and take relationship. This type of relationship allows students to feel that they are respected as a human being, but more than anything, it makes for a strong learning environment. In addition, aside from having a reciprocal relationship with students, it is important for teachers to build networking relationships with fellow educators. Maintaining on going communication with teachers will promote creativity, share ideas, and provide a network of support within the school.
Reminiscing to middle and high school years I can recall anticipating ‘what will I be when I grow up?’ The age old question that takes longer to answer than I imagined, I still ask myself at the ripe old age of thirty-seven. Not many of my elder family members attended college, so I did not know for sure what I wanted but I knew one thing was for sure; I was going away to college! Well, life and finances had a different plan.
Education is a very important aspect of our lives. It is our education that makes us who we are and determines what we become. Therefore, education is not something to be taken lightly. As a teacher, my goal will be to provide the best possible education for my students. Every student is unique. I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn.
The emotional barring that a positive relationship can have profound effects on a student’s output. Hughes and Chen, 2011, as cited in Liberante, L. (2012) states “Teacher-student interactions influences… student’s academic outcomes and behaviours. Supportive and positive relationships between teachers and students ultimately promote a sense of belonging” (p.278). Through the use of a positive student-teacher relationship, a student’s output can increase dramatically and the emotional benefits can give a student a sense of worth. Another vital part towards a successful student-teacher relationship is how teachers can fulfil the expectations set out by their students. Reitz, T. (2001) “Students identified many qualities they feel necessary to have a positive relationship with their teachers… The first quality is the establishment of rules… Another quality is respect… The final quality is the emotional connection that students want to make with their teachers. This includes the teacher sharing personal information about themselves” (p.107-108). What Reitz is trying to convey - is students have certain exceptions in terms of their teachers and if a teacher is unable to fill these standards, then a student might feel threatened or emotionally disconnected from their teacher which could potentially harm a successful student-teacher
I believe that all students are equal and should be treated as such. Although I fully expect my students to treat me with the up most respect, I in return, will treat my students with the same amount of respect. I believe mutual respect between teacher and student is a key factor for students to be able to excel in a class. When students are treated as equals, they respond and behave very differently than if they are treated without respect. I believe that establishing a de...
If that student see their teacher outside of the classroom at school function, the students will know that they care and want to be involved. They will be more apt to like that teacher and have something to talk about the next time they see them. Plus, if students get to class early, ask them how their day is going, if they have any plans for the weekends, or how their game went. “Talk to the students informally whenever possible.” (Ertel, p.115). Basically, just talk to that student one on one and really get to know them. Another way teachers can build rapport with their students, is having an open door policy and be honest with them so there can be a mutual trust and respect. Not only is having a strong rapport with students important, it is also key to have a positive learning environment. A positive learning environment should be where students feel both emotionally and physically safe in the classroom. There are several ways that teachers can have good classroom management to ensure they have a positive learning environment. Every student is assigned a number that only they know, and if they are acting up, not following the rule, or being disrespectful, they
Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998; McCormick, Cappella, O’Connor, & McClowry, in press). According to the attachment theory (Ainsworth, 1982; Bowlby, 1969), positive relationships enable learners to feel safe and secure in their learning environments which helps providing scaffolding for social and academic skills. Learners who have positive teacher-student relationships may have the feeling of closeness, warmth and positivity which will increase their learning ability (Hamre & Pianta 2001). Students will use this relationship as a secure base for them to explore the classroom both academically and socially. Positive relationship with an adult may protect against the negative outcomes associated with children who stay in poverty (Gallagher 2014). According to Murray and Malmgren (2005), low-income students who have strong teacher-student relationships have higher academic achievement than peers who do not have a positive relationship with a teacher. Therefore, if a learner is born in a rural area, he/she may still able to have great learning capacity if he/she has a positive relationships with everyone in the