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teacher student relationships and learning
teacher student relationships and learning
teacher student relationships and learning
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Introduction
This essay will examine the importance of the student-teacher relationship and the differences in how a teacher would view feedback in comparison to how a student would view feedback. Feedback isn’t just an important part of a student-teacher relationship, but it’s also an essential part in the development of a student’s knowledge in their curriculum or subject. A Students knowledge or emotional state might be affected by unsatisfactory feedback and it could also affect a relationship between a teacher and their student. The importance of the teacher-student relationship shouldn’t be underestimated in the learning environment. A positive teacher-student relationship for the student can affect a student’s motivation and school engagement.
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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
...11) make the comment that supportive classrooms are related to greater student motivation, inter¬est, enjoyment, and engagement (p. 27). If followed, the objectives listed by Biga and Spott allow the teacher to be proactive in how classroom relationships are formed. Above everything else, teachers must remember to “put on love” (NIV, Colossian 3:14), for it is by donning the love of Christ everyday that can transform any classroom and penetrate any darkness. The classroom can quickly become a chaotic environment, however, by maintaining solid teacher-student relationships, respect and honor will be ever present. By listening to students, making information relatable, and by showing genuine sincerity, teachers show students that they care, and not just about their educational pursuits, but about them as individuals, as future leaders, and as someone of importance.
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
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...
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
...verall, this could result in the behavior worsening, or a lack of trust and a break of teacher-student bond, which to me is an essential part of making an impact in a student’s lifestyle decision.
A problem that has impacted my effectiveness as a teacher is consistently giving students meaningful feedback. I see myself and other teachers struggle to give students regular and constructive feedback. Often times when I have time to give students feedback it is a simple “good job!”, “Way to go!”, “You Rocked it!”. This may encourage the student, but it does not help the student learn or show them what they need to improve on. Constructive feedback is giving students a clear picture of what they need to improve on to move forward.
This article discusses the significantly at-risk students for behavioral impediments including depressive, anxious, overactive, impulsive, and aggressive behavior. The article outlines positive interest associated with school when students experience feelings of relatedness or closeness to teachers. These relationships of closeness are characterized by a lack of negativity and a high-degree of trust. This piece narrows on children of internalizing and externalizing behavioral problems. And while little is known about internalizing problem and educational development studies have shown a correlation between those expressing internalizing problems and a detachment form teacher relations. The study expanded the knowledge of these behavioral issues by scrutinizing the student-teacher relationship as a predictor of significant behavioral problems. Using a base of four-hundred and twenty-three students comprised of sixty-three percent black students and seventy percent of the test group qualifying for reduced price lunch, the study bears many similarities to DCPS. In addition, the results of the study found that while the effects of the relationship were small, there was a distinct change in those students demonstrating both externalizing and internalizing problems. The relevance to my claim is such, that when given due diligence and attention, the instructor-pupil construct can result in positive change for both student and school. Lastly, the source is reputable as it is contained within a peer-review...
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.
Teachers serve as the guiding force in a student’s life. They are responsible for molding a student’s personality and shaping his/her mental orientation. Teachers deeply impact our lives and direct the course of our future. One cannot deny the influence of teachers in one’s life. In fact, it would not be an exaggeration to say that, till a certain age, out life revolves around our teachers. They are our constant companions, until we grow old enough to come out of their shadow and move ahead on our own.
The importance of constructive feedback allows for many positive opportunities. One important element is that feedback provides a foundation for positive student and teacher relationships. By providing appropriate feedback, the students understand the teacher is genuinely concerned about them and their education. This component also enhances a student’s self-efficacy and provides an avenue for motivation.
“What makes happier teachers” (2014) states that, as the demeanor of the students gets worse, the teacher feels unsatisfied inversely. However, great teachers do not give up because of this, great teachers modify the student’s demeanor. As an example, my class in the sophomore year of high school was chaotic by having a lot of students dropping out, but my Japanese history teacher, who was my homeroom teacher modified how to teach students and improved them by being cooperative more between the students. Nowadays, most teachers do not have the spirit and the eagerness to improve their classes through all the obstacles, which is why a proportion in a bad way for the teachers and the students. Therefore, eagerness to have a significant modification is one of the attributes of a great teacher
As we consider the relationships between the members of the organization we must consider all of the relationships that make up the school environment. The student/teacher relationship is the most commonly thought of relationship in the school, and rightly so. For effective instruction to take place teachers must be able to build strong quality relationships with their students (Marzano, Waters, & McNulty, 2005). These relationships must move past the surface level and evolve into relationships build to handle the often complex intricacies of the student/teacher dynamic.