Introduction
If you are like me, you don’t feel comfortable with getting “cozy” with the teacher. I have had teachers try and become friendly with me before and that always has lead me to an uncomfortable situation; do I ignore their attempts or do I embrace it in hopes to get a better grade? What if I were the one to try and initiate a closer relationship? Would that somehow put me in a more favorable situation? In my dilemma, I have turned to research to solve this quagmire.
This paper will be a study dealing with Judee Burgoon’s Expectancy Violations Theory. I plan to use this theory to dissect how teachers feel when students violate the expectancy that they have for them. I want to specifically research touching and the giving of compliments between the student and teacher, especially when initiated from the student. Whether or not there is a positive correspondence, this study will help students know what is expected from them from a teacher’s perspective, which might assist students in their academic pursuits. Being a student who is uncomfortable with any sort of physical or friend-like relationship between student and teacher, I want to see if my personal preference is showed by others.
Review of Literature for Expectancy Violations Theory
From Em Griffin’s book, A First Look At Communication Theory (2012), four specific concepts will be used to help in this study. I have selected to use expectance, reciprocity, interaction adaption and violation valence. Expectancy is simply predicted behavior and not what behavior is wanted. Reciprocity is defined by Griffin as “a strong human tendency to respond to another’s action with similar behavior.” Reciprocity occurs when someone violates another’s expectancy. When...
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...ler amount of teacher expect touch to be a part of the student teacher relationship.
From the research in giving compliments, only half the teachers saw this as a negative experience and further, more than half the teachers said that they couldn’t be certain that that would change how they grade an assignment. Therefore, one can gather that giving a teacher an unexpected compliment might possibly lead to an elevated score on your next assignment or exam.
With this study, students will better know what is expected from them from a teacher’s perspective. This might assist students with understanding what is appropriate behavior when communicating with their teachers. Being a student who is uncomfortable with any sort of physical or friend-like relationship between student and teacher, it was interesting to see that my personal preference is showed by teachers.
The second principle is on Professional Relationship with students, as educator we are always to professional at all times whether we are in or out of the classroom. Moreover, parents trust us to be a safe haven for their children and to look after their children’s wellbeing while in a school setting. As part of this profess...
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
Listening and responding to others has a major role to play in good communication and as such, satisfy their own purposes in life. People communicate with each other for getting information across, for learning and evaluating purposes, for listening and observation purposes or for mere enjoyment or recreation. However, it is a well known fact, that no two people listen, communicate or respond in the same way, and we know that it is true because research in the field has proved that it is so. According to
Teachers should try to make the class as interesting as possible. If the students are interested in learning they will try harder and learn better. Teachers should be a positive influence on their student’s lives. They should not only teach them the basic subjects, but also try to make them become better people by being involved with them. Some parents don’t care how their children act and don’t try to help them overcome problems such as shyness; therefore it is left up to the teacher to help these students. This is where the teacher should become a friend and role model for the students.
The students must trust that the teacher has their best interest at heart. This trust will help build a positive relationship between student and teacher. This is important for giving the students a sense of purpose, as they will then be more motivated to succeed. This allows them to be more active in class activities and engage in discussion. Not only is trust important between teacher and student, but also between students. A student should not fear ridicule when providing their opinion or an answer. This is a teacher’s responsibility to establish a sense of community by allowing students to get to know each other and develop positive relationships throughout the entire classroom. Students must be made aware that it’s our differences that make us unique, but it’s our similarities that make us human. The classroom should be a place of acceptance, where every student’s well-being is
Communication is the sending and receiving of information. It is the “interactive exchange of information, ideas, feelings, needs, and desires” (Heward, 2009, p.297). The act of communication allows us to understand relationships between people, things, and actions. Types of communication include spontaneous requests, spontaneous comments, responsive requests, responsive comments, and imitation (Bondy & Frost, 2002). Receptive communication occurs when incoming information is interpreted, while expressive communication occurs when an individual conveys information (Heward, 2009). Communication requires a sender and a receiver of information. Thus, as humans, communication allows us to relate to our peers. We can express o...
Throughout the semester, we have studied numerous communication theories. Their purpose is to help understand exactly what happens when we interact with others. We might not necessarily agree with all of the theories, but the idea is to develop tools to evaluate situations we may encounter. Often, when the theories are explained in the readings or lecture, it is beneficial to apply the concepts to a "real life" situation. Using this approach, I will use a situation that many of us have faced, or will face, and analyze it according to a particular communication theory.
This theory has been subject to many articles and studies in the communication and social departments. Indeed, studying this theory can help us understanding human relations in interpersonal communication. Each of us has been one day confronted to uncertainty, whereas in initial encounters, or moving to a new a new place, or beginning a new work.
Teachers and students interact with each other more out of a day than most students interact with their parents.
Steve A. Beebe, S. J. (2008). Interpersonal Communication. In A. a. Pearson, Interpersonal Communication, Relating To Others- Fifth Edition. Toronto, Ontario: Pearson Education, Inc.
Expectations can originate straight from the present interaction but are frequently shaped by an individual’s initial attitude determined by a mixture of necessities, expectations, and requirements. Violations of expectancies cause an urge to force the communicator to start analyzing the violation. The theory suggests that expectancy will affect the result of the communication as positive or negative and predict that negative violations reduce the attraction of the violator.
In interpersonal communication there are many theories that are similar yet different in many ways. The theories can be combined to describe people and how those people interact and communicate with each other. Many of these theories help explain how people in society form impressions of others, how they maintain these impressions, why people interact with certain people in society, and how people will use these impressions that they have formed later on in life. These theories also help people to better understand themselves, to better understand interpersonal communication, and to better understand people in general. There are two theories in interpersonal communication that, despite their differences, can go hand in hand. The first is interaction adaptation theory and the second is emotional contagion theory. These two theories’ similarities and differences and their relevance to my everyday life will be discussed in this paper. These two theories are very important in understanding how people interact with others and why people do the things they do sometimes.
Building upon the learning climate within the classroom, it is vital for teachers to take the time to build relationships with their students, to develop a rappel and level of respect whilst getting to know students strengths and weaknesses as well as their interests. By taking the time to get to know students, teachers are able to cater to students likes and dislikes and levels of abilities through adaption of classroom materials and procedures (Campbell, Gilmore & Cuskelly, 2003) thus creating a more enjoyable and successful learning outcome.
Starting on day one is important, but the relationship must be encouraged throughout the school year and in some cases, multiple years. There are a number of ways to help to develop these relationships inside and outside the classroom. Communicating high, achievable academic standards, providing individual, specific, positive feedback, embracing individuality, demonstrating a caring attitude, using appropriate humor, and never giving up on a student are just a few ways to lay the foundation of a positive teacher-student relationship. Students who love school have positive relationships with teachers and feel they belong and matter (Tessione & Inlay, 2014). Teacher-student relationships can determine whether or not a student has success or failure in the classroom (Brailey,
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,