The Importance Of Teacher Student Relationships With Students With Behavioral Problems And Learning Disabilities

The Importance Of Teacher Student Relationships With Students With Behavioral Problems And Learning Disabilities

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Summary:
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness, and likability to help facilitate effective teacher-student relationships, which can influence students to achieve academically and behave appropriately.
The article illustrates an understanding of these social powers and how they can be utilized collectively to build various types of teacher-student relationships that can improve classroom management. The article mentions that one of the social powers that can affect the teacher-student relationship is coercion, which consists of anything from a verbal reprimand to a point system. For instance, students may be extrinsically motivated by rewards or avoidance of negative consequences or punishment and thus be compelled to behave in a certain way. Ultimately, students get the impression that it is the teacher who has greater control over the outcome of behavior. It is noted that “coercion social power plays an important role in a teacher’s relationship with a student, but it should be considered effective only if combined with the other ty...


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... that cooperation is a key element in building effective teacher-student relationships. She too asserts that students desire to feel as though they are needed, accepted, supported, and have the ability to make decisions. As Linda Albert notes, and as suggested by the article, students have a choice in their behavior. Thus, it is the duty of the educator to influence students to make positive decisions, rather than to coerce or control their choices. Ultimately, the educator has to interact with students in a manner that will enable them to want to comply and act appropriately. Similar to the ideas presented in the article, Linda Albert feels that positive relationships increase students’ tendency to be more receptive to teachers. That is, students are more inclined to behave and comply with the rules when they feel encouraged and have built connections with teachers.

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