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2016 Leading Seagulls Establishing Positive T-S Relationships

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2016 Leading Seagulls Establishing Positive T-S Relationships

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2016 Leading Seagulls Establishing Positive T-S Relationships

  1. 1. TEACHERLAND Our motto: Be positive, stay related! Our Group Members: MERVE KONYAR KÜBRA YAZKAN SONAY DOYĞUN BEYZA DEMİRCAN MUNİSE GÜLTEKİN DİDEM BAYRAK Our Topic: Establishing Positive Teacher- Student Relationship. Establishing Positive Teacher - Student Relationships
  2. 2. CONTENTS • Who are we? • Gantt Chart • Overview of the Topic – Research on the Teacher-student Relationship – Establishing Positive Teacher-Student Relationship • Matrix Diagram • Pia Chart • The Problem • Fishbone Diagram • Literature Review • Survey • Methods and Suggestions • References • Thanks Establishing Positive Teacher - Student Relationships
  3. 3. Who are we? Establishing Positive Teacher - Student Relationships Didem Bayrak Merve Konyar Sonay Doyğun Beyza Demircan Munise Güntekin Kübra Yazkan
  4. 4. Gantt Chart STEPS 11 October 14 October 18 October 19 October 20 October 21 October Determination of the problem PLAN Approval of the problem by Dr. Hayal Köksal Literature Review targets DO Determination of the main causes Collecting and preparing datas Survey CHECK Checking Data Suggestions ACT Last preparations for the Presentation Presentation expected observed Establishing Positive Teacher - Student Relationships
  5. 5. RESEARCH ON TEACHER- STUDENT RELATIONSHIP There have been a lot of research about the teacher-student relationship and they have examined the reasons behind the positive/negative relationships, and the methods and suggestions to maximize the positive relationships between t-s. Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  6. 6. • Teachers-student relationship is a determining factor on the students’ academic behavior. • Students love and prefer teachers who are warm and friendly. Jones & Jones (2007) http://cucparamus.weebly.com/cuc- teachers.html Establishing Positive Teacher - Student Relationships
  7. 7. • They work harder when the teachers are caring and believed in their potential. Students will not care about school until they feel cared for the adults in the school. Jones & Jones (2007) http://roerby- skole.skoleporten.dk/sp/file/9d10c08e- 28c0-4d3e-8bdc- 5ae6ac357ae1/skolebestyrelse%20kalundb org.pdf Establishing Positive Teacher - Student Relationships
  8. 8. What makes a teacher «Special»? • Interesting • Engaging • Challenging Jones & Jones (2007) http://www.doovi.com/video/her-cocuk- ozeldir-yerdeki-yldzlar-taare-zamaen- dans/oqxVLPGChyE Establishing Positive Teacher - Student Relationships
  9. 9. What makes a teacher «Good teacher»? Establishing Positive Teacher - Student Relationships
  10. 10. «Good Teacher» • Make sure that the students did their work • Creating controlled environment • Explained the assignments and contents clearly • Varied the classroom routine Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  11. 11. Which teachers are«the most preferred teachers»? • Establishing caring relationships with ss • Setting limits and creating a safe environment • Making learning fun • Humorous • Having calm responses when responding to classroom disruptions Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  12. 12.  %31 behavior problems can be reduced with positive relationships.  %84 discipline problems could be prevented by improved t-s relationships. Jones & Jones (2007) http://2ndgraderockstars.com/general/back-2-school-behavior-mangagement/ Establishing Positive Teacher - Student Relationships
  13. 13. ESTABLISHING EFFECTIVE RELATIONSHIP WITH STUDENTS Establishing Positive Teacher - Student Relationships
  14. 14. WHAT IS EFFECTIVE RELATIONSHIP/ EFFECTIVE TEACHING? • Warmth and concern can exist side by side with firmness. Establishing Positive Teacher - Student Relationships Jones & Jones(2007)
  15. 15. HOW CAN WE ESTABLISH AN EFFECTIVE RELATIONSHIP WITH OUR STUDENTS? The relationship between a teacher and a student is good when it has (1) Openness or Transparency, so each is able to risk directness and honesty with the other; (2) Caring, when each knows that he is valued by the other; (3) Interdependence (as opposed to dependency) of on the other; (4) Separateness, to allow each to grow and to develop his uniqueness, creativity, and individuality; (5)MutualNeedsMeeting, so that neither’s needs are met at the expense of other’s needs. “Teacher Effectiveness Training , Thomas Gordon (1974)” Establishing Positive Teacher - Student Relationships
  16. 16. 3 general types of teacher-student relationships in terms of openness • Almost complete openness • we share a wide range of personal concerns and values with students. • Openness related to our reactions to and feelings about the school environment • (with limited sharing of aspects reflecting our out of school life.) • An almost focus on a role-bound relationship • we share no personal feelings or reactions, but merely perform our instructional duties Establishing Positive Teacher - Student Relationships Jones & Jones(2007) (Taken at İstanbul College)
  17. 17. MATRIX DIAGRAM Teacher Based Factors Students Based Factors School Based Factors Course Based Factors Merve Konyar 7 3 4 5 Sonay Doyğun 7 6 3 2 Munise Güntekin 7 5 4 3 Didem Bayrak 7 4 3 5 Beyza Demircan 7 6 4 2 Kübra Yazkan 7 4 5 3 Total 42 28 23 20 Percentage 38.5 25.6 21.1 18.3 Establishing Positive Teacher - Student Relationships
  18. 18. Teacher Based Factors 37% Student Based Factors 25% School Based Factors 20% Course Based Factors 18% PIE CHART Establishing Positive Teacher - Student Relationships
  19. 19. The Problem • After the discussion among us, we have decided that teacher- based factors are the most prominent ones which affect the teacher-student relationships. The negative relationships between teachers and students generally stem from the teachers and the way they act throughout classes. Establishing Positive Teacher - Student Relationships
  20. 20. Fishbone Diagram Establishing Positive Teacher - Student Relationships
  21. 21. LITERATURE REVIEW • With the NCLB in 2002, to improve student achievement it is focused on test scores but learning is not a just cognitive process but also a social psychological one . So the factors having impacts on learning has been examined and two arguments have been raised. One is that if students like the school, they develop certain social advantages. The other is that if they like school, they will enhance their academic success. Teacher trait is the essential variable which directs students’ likes or dislikes for the school. Research has shown that students get better notes and they make greater effort for the class when they form positive relationships with their teachers. (Larson 2012) Establishing Positive Teacher - Student Relationships
  22. 22. • Teacher student relationships have long term effects in students’ lives. From kindergarten, when students form positive relationships with their teachers, its effects can be seen throughout next terms and maybe in all school lives of the students. These relationships are also affected by teaching methods, for example when teachers use rote-learning and directive experiences, the possibility of teacher –student conflict is higher. ( Larson 2012) Establishing Positive Teacher - Student Relationships https://parthibangowthaman.wordpress.c om/2012/01/01/is-pulli-raja-a-rote-learner/
  23. 23. • These relationships are also very prominent as for students with learning problems or difficulties. Forming positive relationships make easier for these students to adapt. • Not being able to form positive relationships can cause also disengagement. According to research, students wanted teachers to form learning environments basing on trust and making the classes interesting instead of focusing some extrinsic rewards such as grades.(Larson, 2012) Establishing Positive Teacher - Student Relationships http://www.disabilityempowermentnews.com/support/10-tips-for-parents-with-children- with-learning-disabilities
  24. 24. • Brekelmans & Wubbels (2005) have made a research in Netherlands to investigate teacher-student relationship. In this research, teachers are analyzed from ‘an interpersonal perspective’. Some interpersonal profiles are defined as a result of the research. These profiles are described as ‘Directive, Authoritative, Tolerant/Authoritative, Tolerant, Uncertain/Tolerant, Uncertain/Aggressive, Drudging and Repressive. The Authoritative, the Tolerant/Authoritative and the Tolerant types are the most cooperative ones while Repressive and Uncertain/Aggressive are seen as y-the least cooperative ones. The more cooperative teachers are, the higher students achievements are. Establishing Positive Teacher - Student Relationships
  25. 25. • Baker (2006), has stated that close student- teacher relationship is associated with school adjustment. The studies related to t-ss relationships have root in ‘attachment theory’ which is that children utilize their relationships with others to make inferences about themselves and the social life around them. Therefore, these relationships affect students’ social behavior and readiness to learn and they provide fully engagement of students in learning activities and developing social, behavioral and self-regularity skills. Establishing Positive Teacher - Student Relationships http://www.mainstchiropractic.ca/back-to- school-adjustment-time/
  26. 26. METHODS FOR COMMUNICATING CARING AND SUPPORT Establishing Positive Teacher - Student Relationships
  27. 27. 1. Getting to Know Students • Family Structure • Life cycle • Roles and Interpersonal Relationships • Discipline • Time and space • Religion • Food • Health and Hygiene • History, Traditions and Holidays Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  28. 28. • Arrange interviews • Use a suggestion box • Join in playground games • Arrange individual conferences with students • Demonstrate interest in students’ activities • Eat lunch with students • Send letters and notes to students • Join in school and community events • Be aware of issues related to sexual harassment Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  29. 29. 2. Maintaining a High Rate of Positive to Negative Statements • Praise and criticism • No praise - 17 % increase in off- task behavior (disengaging from the learning environment and task to engage in an unrelated behavior) • Criticism over off-task behavior and no praise on on-task behavior - 30-50 % off-task behavior • “positive relationship bank account” Establishing Positive Teacher - Student Relationships
  30. 30. 3. Communicating High Expectations to All Students • Teachers’ expectations and responses are influenced by: Performance and behavior of students Gender Ethnicity • Logical and thoughtful response to individual student needs Establishing Positive Teacher - Student Relationships
  31. 31. Guidelines for avoiding the negative effects of teacher expectations. (Allyn, Bacon and Boston, 1998): • Use information from tests, cumulative folders, and other teachers carefully • Be flexible in your use of grouping strategies • Make sure all the students are challenged • Be careful about your response to low-achieving students • Use materials that show a wide range of ethnic groups • Be fair in evaluation and disciplinary procedures • Communicate to all students • Involve all students in learning tasks • Monitor your nonverbal behavior Establishing Positive Teacher - Student Relationships
  32. 32. 4. Giving Specific, Descriptive Feedback • Effective feedback about academic performance  How much?  To whom?  What type? • Three must-qualities of feedback (O’Leary and O’Leary, 1977)  Contingency  Specificity  Credibility Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  33. 33. • Effective Praise  Delivered contingently  Informs students about their competence  Rewards attainment of specified performance criteria  Focuses students’ attention on their task-relevant behavior • Ineffective Praise  Delivered randomly  Does not provide information about students’ status  Rewards mere participation without consideration of performance processes  Focuses students’ attention on the teacher as an authority Establishing Positive Teacher - Student Relationships
  34. 34. 5. Listening to Students • Empathic, Non-evaluative Listening  The speaker has been clearly heard  The feelings expressed are acceptable • Two basic approaches to non- evaluative listening: 1) Acknowledging student’s statement by looking at him or her and responding orally - attentive and involved listener 2) Paraphrasing, active listening or reflecting • Guidelines for paraphrasing (Johnson and Johnson, 1975)  Restating speaker’s statement in your own words  Avoiding approval or disapproval  Non-verbal messages along with verbal paraphrasing  Not adding or subtracting from sender’s message Establishing Positive Teacher - Student Relationships
  35. 35. 6. Sharing Responsibility with Students • To create a positive classroom and school climate • To make decisions about instructional activities • Enhances students’ self-esteem, sense of efficacy, motivation and achievement Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  36. 36. 7. Using Culturally Sensitive Communication • Attention to four factors that vary across cultures:  students’ feelings about eye-contact  personal space  wait time before responding  gender roles Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  37. 37. 8. Responding Effectively to Inappropriate Behavior • Six methods for disruptive behavior: 1) Deal in the present 2) Talk directly to students rather than about them 3) Remain calm 4) Speak courteously 5) Make eye contact and be aware of non-verbal messages 6) Take responsibility for statements by using the personal pronoun Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  38. 38. • Six methods for disruptive behavior: 1) Deal in the present 2) Talk directly to students rather than about them 3) Remain calm 4) Speak courteously 5) Make eye contact and be aware of non-verbal messages 6) Take responsibility for statements by using the personal pronoun Jones & Jones (2007) Establishing Positive Teacher - Student Relationships
  39. 39. SURVEY Establishing Positive Teacher - Student Relationships
  40. 40. What was your favourite teacher's discipline in the primary school? What is your favorite teacher's discipline in the primary school? Establishing Positive Teacher - Student Relationships
  41. 41. What was your favourite course in the primary school? Establishing Positive Teacher - Student Relationships
  42. 42. What was your favourite teacher's discipline in the high school? Establishing Positive Teacher - Student Relationships
  43. 43. What was your favourite course in the high school? Establishing Positive Teacher - Student Relationships
  44. 44. Do you think that positive relationships with your teachers is the determining factor in your choice of profession? Establishing Positive Teacher - Student Relationships
  45. 45. What makes a teacher special for you? Establishing Positive Teacher - Student Relationships
  46. 46. Which is the most important characteristic of a teacher when forming positive relationship with students'? Establishing Positive Teacher - Student Relationships
  47. 47. How often do you feel demotivated academically when you are aware that your teacher is dissatisfied with your schoolwork? Establishing Positive Teacher - Student Relationships
  48. 48. References • IMC Circles Education by Hayal Köksal • Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology 44. (211-219) • Brekelmans ,M. Wubbels, T.(2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research.43.6-24. • Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon. • Larson, R.(2012). Teacher-Student Relationships and Student Achievement. University of Nebraska Establishing Positive Teacher - Student Relationships
  49. 49. WEB SOURCES • http://cucparamus.weebly.com/cuc-teachers.html • https://www.google.com/search?sa=G&hl=tr&tbm=isch&tbs=simg:CAQSjAEaiQELEKjU2AQaAggDDAsQsIynCBpiCmAIAxIo mA32F5UNnQ3JDPIdjhiXDeEeng3bP8Y-rzrcP8g-qDCtOt4_1vju-ORowq20oBwOjHeWS-0o4UTPQOl52- X2QXYOqKsoCj5QZeIRBRuXovc_1CUKpxiOcVUV7mIAIMCxCOrv4IGgoKCAgBEgQhrnmdDA&ved=0CBoQwg4oAGoVCh MIgpj7ir7RyAIVRtssCh0WkAy6&biw=1366&bih=643#imgrc=jTUPx_uPLLtUxM%3A • http://roerby-skole.skoleporten.dk/sp/file/9d10c08e-28c0-4d3e-8bdc-5ae6ac357ae1/skolebestyrelse%20kalundborg.pdf • http://www.doovi.com/video/her-cocuk-ozeldir-yerdeki-yldzlar-taare-zamaen-dans/oqxVLPGChyE • http://imgarcade.com/1/famous-teachers-in-movies-and-tv/ • http://2ndgraderockstars.com/general/back-2-school-behavior-mangagement/ • https://www.youtube.com/watch?v=YR5ApYxkU-U • http://www.disabilityempowermentnews.com/support/10-tips-for-parents-with-children-with-learning-disabilities • https://parthibangowthaman.wordpress.com/2012/01/01/is-pulli-raja-a-rote-learner/ • http://www.mainstchiropractic.ca/back-to-school-adjustment-time/ • http://www.hayalkoksal.com/#a-new-ngo-association-for-innovative-collaboration-y-ime-der Establishing Positive Teacher - Student Relationships
  50. 50. Special thanks to Dr. Köksal Establishing Positive Teacher - Student Relationships http://www.hayalkoksal.com/#a-new-ngo-association- for-innovative-collaboration-y-ime-der
  51. 51. Establishing Positive Teacher - Student Relationships Merve KONYAR Sonay DOYĞUN Didem BAYRAK Munise GÜNTEKİN Kübra YAZKAN Beyza DEMİRCAN

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