Teacher And Student Relationship

Teacher and Student 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... Show
more content on Helpwriting.net ...
Teachers understand that if this behavior continues in the classroom and if they do nothing to prevent this from happening, the outcome proves to
be disastrous for both types of participants. The student will conclude that his or her behavior is permissible, and will draw away from learning,
therefore it is essentially important for the teacher to explain to the child the importance to learn. Though we understand that learning cannot be
forced. Learning becomes a process for an individual where he or she feels comfortable with learning whether it's in a classroom or at home. Mike
Rose explains in "Lives on the Boundary" that "It is what we are excited about that educates us" (106). Rose's quote can be applied to children at an
early age, just as well as it can be applied to adults. Definitely children learn when they enjoy learning, but also they need some control over the teacher
(s) decisions. "Authoritarian control is often destructive to students who are in the primary grades, and eventually upper grades teachers have difficulty
dealing with children who were taught with an authoritarian teacher" (Jones 215). Children in primary grades feel the urge to talk about their
problems, fears, or even show their knowledge, but at the same time they want to be listened too. The student will feel valued and respected. Students
feel flattered when the teacher eventually gives them the option of contributing,
... Get more on HelpWriting.net ...

The Student-Teacher Relationship: Annotated Bibliography...
Baker, Jean A., Sycarah Grant, and Larissa Morlock. "The Student–Teacher Relationship As a Developmental Context for Children With Internalizing
or Externalizing Behavior Problems." School Psychology Quarterly 23.1 (2008): 3–15. Print. 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... Show
more content on Helpwriting.net ...
JSTOR. University of Chicago Press. Web. 24 Feb. 2010. This study examines the interaction between student and teacher in poor urban environments.
The specific relevance to my topic is astounding. The article focuses on Black youth, the majority demographic in DCPS, while also highlighting the
satisfaction associated with differing variables. If DCPS students are happier and more willing to contribute to the praxis of learning then positive
feedback will result. Happier children mean happier teachers. The resulting progression is one of mutualistic benefit toward knowledge. This article
concludes that bolstered social relationships effects students' perception of school. Two specific arguments are less specific to my topic, but still must
be noted. First, our researcher finds that by having substantial amounts of individual seatwork, the teacher is able to work individually with more
students. Second, when those lower preforming students acted–out they received harsher punishment than those with greater academic success.
Published in 1999, this article does not adhere to the 10–year rule cited in the assignment instructions. However, as these instructions function to
establish temporal relevance in so far as this information contributes to my argument, the topicality should outweigh the arbitrary bright line of

The Influence Of Interaction On Students ' Social,...
Review of Literature
Every school day, teachers will have numerous interactions with their students. The type of interaction directly impact students' social, emotional, and
academic success at school (Wilkins, 2014). In the past, research conducted in the elementary sector filled scholarly journals; however, as of late, more
research has been applied at the primary, secondary, and collegiate levels. Current research analysis at the intermediate level leaves something to be
desired.
Relating Educational Relationships to Student Achievement A relationship between a teacher and their students can be perceived in many ways. Each
researcher views the relationships to be either "conflict/closeness," "positive/negative," ... Show more content on Helpwriting.net ...
Results from the research found that teacher's negative behavior in class had a direct effect on inappropriate assertiveness from students. Dissatisfied
teacher behavior impacts a student emotionally, behaviorally, and socially. A teacher that shows outstanding leadership qualities guides students to
become socially aware of their actions with their peers. Research conducted among secondary or high school levels were geared more toward the
teacher's perception of their own relationship with students instead of viewing from the student point of view. Four aspects were identified by teachers
to be the most beneficial characteristics of good student teacher relationships: humor, respect, effort, and ease of communication with teacher (Wilkins,
2014). Past studies have identified that teachers like to maintain a strictly professional relationship with students in order to maintain discipline, to help
students become responsible, and help build their maturity. Teachers refused to invest effort into helping students that did not actively participate in the
classroom. Ironically, the research also revealed that teachers express a strong need to feel cared for by their students. Inversely, teachers found it
difficult to show positive emotions toward students that exhibit negative behaviors toward the

Student Relationship With Student Relationships
Madelynn Mills
Mr. Bernard
English 1301
5 November 2017
Teacher – Student Relationship
Considering that most students spend five to seven hours a day with their teacher for almost ten months, it is safe to say that school is a big part of a
student's day to day life (Urooj). Since students spend most of their time in schools, it is import for them to have a positive relationship with their
teachers. A positive teacher– student relationship is a relationship that has emotional support toward the students, and has a positive effect on the
student's outcomes ("Teacher–Student Relationship"). Teachers are the ones that spend the most time with students so it is very important that they
influence their students in a positive way. ... Show more content on Helpwriting.net ...
A social capital in a classroom setting is defined as having a caring teacher – student relationship where the students feel that they are both cared for
and expected to succeed. Social capitals can work in many different ways, it can reduce dropout rates by nearly half, help encourage the idea of going
to college and furthering their education, and provide support for their academic endeavors (Gallagher). The simple task of just getting to know the
students can have such a huge positive impact on the student's social development. If a teacher really wants to create a positive relationship with their
students so they can further help their academic development, it would be wise for them to communicate with their students. A key part of
communication is actively listening to what the other is saying. Actively listening, in regards to teachers and students, means that the teacher should
not just listen to what the students are saying but listen for the meaning behind it. This will develop a trust between the teacher and the student and
would help grow a positive relationship (Zakrzewski). When a teacher actively listens to their students, they will become aware of any difficulties that
they are having. Since no student is perfect and knows everything, understanding a child's predicaments will lead the teacher to have more patience
with each individual in their respected area of conflict. Thus making the student feel secure and less

Student-Teacher Relationships in Teacher Program Education s
The learning contained in this example may result unsubstantial for many readers but, in essence, it illustrates a genuine piece of knowledge that is
often displayed in schools and has been long time neglected in Teacher Education Programs. Making the student to use the dictionary may be not
among any canonical response to the problem (not knowing the concept of condensation). It may be thought that it should have been better to tell the
Student Teacher to prepare more consciously the key concepts of the lesson next time. We agree. But we also believe that any form of knowledge
should be considered valid as far as it is useful when dealing with practical situations. For us we have in this example, in the very end, an expert
teacher's... Show more content on Helpwriting.net ...
The mentoring interactions portray habitual classroom situations that help thinking over particular Student Teachers' performance (Clarke, 2001)
eliciting, as a consequence, tacit knowledge that is only in the expert teacher' mind. These genuine interactions between an expert teacher and a student
teacher triggers critical reflection processes on teaching experiences and invites to further think of what can be done in similar future situations. In this
chapter our objective is twofold: On one hand we aim at (1) stressing the relevance of seizing the practical knowledge that emerge in mentoring
conversations –as the one contained in the previous example– leaving other aspects of the interaction behind (i.e. personal engagement, emotional
commitment, roles, etc.); and, on the other hand, (2) describing a possible procedure that may help to make that practical knowledge not only explicit
but also understandable and useful for other teachers. Along these lines, and according to the objectives, we will structure the chapter into two major
sections: theoretical underpinnings in teacher mentoring; and methods to analyze mentoring interactions. The first one will revolve around positioning
research efforts around three main viewpoints and highlighting the branch that actually stress that mentoring is a form of making expert teachers'
practical knowledge accessible/explicit. We will end that section by stating that practical knowledge not only

Positive Relationship With A Teacher
spends more per person on school education than most developed countries and yet we are behind most of the countries in the math and science
abilities. "As of January of this year, education officials of Alabama have released a list of seventy–five schools, mostly high schools, are considered
failing" (Crain 2017). According to decades of research, ineffective teaching of teachers is the biggest problem in public schools across the nation. Bad
teachers don't understand the importance and the impact of having a good teacher–student relationship. "Positive teacher–student relationships include
the presence of having closeness, warmth and positivity with the students in the classroom" (Gallagher 2013). By having a good teacher–student
relationship, it positively impacts the student's social and academic outcomes. Positive relationships with teachers help students with developing
self–esteem, self–concept and enable students to feel safe in their learning environments. This positive relationship with a teacher is specifically
effective in high–poverty urban schools. Students that live in poverty who have a strong teacher–student relationship have higher academic
achievement and more positive social–motional adjustment than those who don't have a positive relationship with their teacher. Studies have found
that the teacher–student relationships are very important in transition years when students go from elementary to middle school and high school. They
found that students that

Student And Teacher Relationship: Autum Welch Of Stamps
Autum Welch of Stamps, AR, a school teacher, was asked do she have certain things that you have to do on your job. She responded with '' yes''.
When asked do she like her current career she also responded with ''yes''. I then asked Ms. Welch while working as a teacher what things she see the
most after a short pause she then replied by saying ''Teacher relationship with their teacher after a short pause she then replied with ''. She then said the
reason why I say student and teacher relationship is because I have relationship with my students to where they feel as if they can ask me anything. I
followed this question with as working as a teacher what are some things that you dislike she answered with ''paper work I dislike to do all of the

Student Teacher Relationship Is Imperative Essay
Student teacher relationship is imperative to student learning. "Tell me and I forget, teach me and I may remember, involve me and I learn" is a quote
by Benjamin Franklin, that explains how vital student–teacher rapport is to critical learning (Staff, A. H., 2016). It is central that students feel
comfortable in the classroom, and there is mutual respect between the teacher and students. For my fieldwork, I observed student–teacher relationship
in two schools. One school, Alden Place Elementary School holds grades 3rd– 6th, and the other, Millbrook High School holds grades 9th–12th. They
are both very different in the sense that one includes high–school students, and the other includes elementary students.
My first student– teacher rapport observation took place at Alden Place Elementary School. The school is 50% male, 50% female, 85% white, 1%
Asian or Native Hawaiian, 2% Multiracial, 3% Black or African American, and 9% Hispanic or Latino. Alden Place has a 17% population of students
with disabilities, 1% population of English Language Learners, and lastly, 27% population of economically disadvantaged students (Budget
Information, 2016–2017). Alden place is located in a very good neighborhood, with low crime ratings. Since both schools are located in the same
district, there the mission statements of Millbrook Central Schools is; "It is the mission of the Millbrook Central School District to prepare students to
deal effectively with the challenge of an ever–changing

Examples Of Negative Teacher Student Relationship
TEACHER STUDENT RELATIONSHIP Teacher student relationship is one of the most powerful elements within the learning environment. The
teacher– student relationship is like a bridge that connects knowledge, experience and efficiency of a teacher to bring out the potentiality of a student
with his or her aspirations. It is the relationships that teachers develop with their students as teachers have an important role in a student's academic
growth. The quality of teacher– student relationship is the keystone for all aspects of classroom management. (Marzano and ,Marzano, 2003) There are
two types of teacher– student relationship. They are positive teacher – student relationship and negative teacher – student relationship. The positive
teacher–student relationships enable students to feel safe and secure in their learning environments and provide support for important social and
academic skills (Baker et al., 2008;... Show more content on Helpwriting.net ...
CASE STUDY: Negative Teacher Student Relationship Mr. John is a Head of Department (HOD) accounting, in William Cross Collage .Mr. John
is in the teaching profession for the last 10 years. He has a wife, Ana, who is a librarian by profession in the same school. Together with, they have
three children. Being in the teaching profession, John is having an EXTRA MARITAL RELATIONSHIP with a year 12 student, Sera. They are often
seen together in various occasion. Sera frequently score the highest in accounting. It is also said by the other teachers that John favors Sera by
informing about the exams questions in advance, which has a negative effect on other students. CASE HIGHLIGHTS The rest of the teachers had
some fair idea about teacher – student relationship. Most surprising, Ana also knew about this extra marital relationship, john was having with

Psychological Determinant Analysis
Psychological determinants are an important aspect in community nursing. This determinant enables the nurse to understand how health of a
population is being affected psychologically. Psychological determinants embody in internal and external factors that influence the health of a
population (Clark, 2015). A school level, psychological determinants can help determine factors that could contribute to mental illnesses and
absenteeism in schools. The purpose of this paper is to exhibit how psychological determinants influence the health and well–being of students in a
school setting.
Psychological Climate The quality of the psychological climate at Harding Middle School varies in different ways. The climate that is influenced by
the students, exhibits behavioral issues, communication barriers, and positivity among students. Students do present with anxiety and emotional issues
in certain situations. The quality of relationships is varied. For most of the students, they respect the authority from their teachers and staff at school.
Student and teachers get along well and have strong relationships as demonstrated in the hallways with student/teacher conversations. With the nurse,
each student that visits her, are respectful and ... Show more content on Helpwriting.net ...
Due to a diverse population of students, the school/family relationship can become difficulty to handle due to language barriers. Trying to communicate
with a family member is challenging; not knowing if they have understood what they have been told. The quality of the relationship between school
and community is positive. Support of the community is valued by the school for the success of the students. the connectedness to the school from the
students is strong. The school exhibited connectedness among the students by awarding them for going through a week with positive attitudes. That
being that the week passed without student conflicts and less

The Importance Of Teacher Student Relationships And The...
Lauren Liberante, author of "The importance of teacher–student relationships, as explored through the lens of the NSW Quality Teaching Model"
article, is a Bachelor of Primary Education (second year), at the University of Wollongong, Australia. When this article was published online in
February of 2012, Liberante articulated the effective importance of student–teacher relationship, utilizing the Quality Teaching Model. In the article,
Liberante explored the effectiveness of teacher–student relationship through the three elements of the NSW Quality Teaching Model; Intellectual
Quality, Quality Learning Environment and Significance. In this paper, I summarized the article and offered comments about the selected features, and
proposed areas where additional discoveries would assist in regards of the issues being raised.
Article Summary
Liberante discovered three elements of the NSW Quality Teaching Model; Intellectual Quality, Quality Learning Environment and Significance to
address the effectiveness on student–teacher relationship, and how such relationship enhances students' success in classrooms. She argued that gender
plays the most effective mode on the teacher–student relationship, as well as the impact that this relationship has on student academic outcomes and
behavior. She states that the teacher–student relationship is one of the most powerful elements within the learning environment, and is solely based
upon gender (Liberante). It has been known that gender plays

Evaluation Of A Teacher Student Relationship
Linda Albert (2012) mentions for students to experience a strong sense of belonging in school, they must satisfy Cooperative Discipline's "Three Cs".
The Three Cs are Capable, Connect, and Contribute. "Three factors affect students' ability to satisfy the Three Cs in the classroom: the quality of the
teacher–student relationship; the strength of the classroom climate for success; and the appropriateness of the classroom structure" (Albert, 2012). The
best way to satisfy the Three Cs through the use of encouragement strategies. If we are positive and encouraging, "people do better when they feel
better, and that which people perceive affects the way they feel. For example, if you receive a compliment, then a positive feeling emerges" (Marshall,
2005). The first C is helping students feel Capable. When students feel good about themselves they have fulfilled the feeling of capable. As teachers,
Linda Albert mentioned different encouragement techniques to help students reach their full potential. Linda made her techniques into five major
strategies: make mistakes okay, build confidence, focus on past successes, make learning tangible, and recognize achievement. I make sure I
implement her strategies into my classroom. For instance, I show students that I make mistakes all the time and it is okay if they do to. Also I tell the
students if they mistake in the lab, that "it's okay, that's why I am here to help you". To build confidence, I make sure I focus on their improvements

Teacher And Student Behaviors In Inclusive Classrooms By...
Each fall, both teachers and students look expectantly toward the new year as a time of excitement and optimism. Will I be able to help my students
learn as much as they can as fast as they can? Will the teacher like me? Will my students like me? With or without research or theory, each member of
the class community knows the importance of the teacher–student relationship. As an administrator in an elementary school with both the highest
gifted percentage in the count and a visually–impaired cluster unit, it is important that I understand the scientific data surrounding forming
relationships to support teacher understanding of its impact on their classroom climate and to encourage methods of class community building. The
problem, therefore, is twofold – what is the impact of Exceptional Student Education (ESE) students on teacher–student relationships and what
preconceived notions do teachers have that impact their relationships with their students. This is important to the field of education as we transition
from the old model of secluding ESE students in self–contained classrooms to the newer model of inclusion. As teachers better understand the research,
their behaviors affecting relationship building will be of greater import and, thus, a priority. In "Teacher and Student Behaviors in Inclusive
Classrooms" by Nevin Guner Yildiz, teacher and student behaviors were observed and recorded on a data collection form designed according to the
time–sampling method.

Teacher Student Relationship With Students
School begins at age five, or for some even before that, and so begins the excruciating routine of waking up at an early hour to be ready to be at a
place where you didn't ask to be, and have an older stranger teach you about something you don't understand. However, in the life of a human being this
routine that goes on for years is essential to our lives, as well as those older strangers who teach about subjects that you don't understand. Those older
strangers have the responsibility to pass on knowledge to their students and the given knowledge, whether taken or not, will determine their future. Is
everyone comfortable or willingly to accept the teachings of a total stranger? Of course not, therefore this total stranger has to have an identification to
the students, but not necessarily just a name. Teachers must develop a relationship with their students because teacher–student relationships affect a
student 's academic excellence.
As a student myself I witness the rebellious outburst of students that will at no end do everything, but be productive in class. What is the root of this
refusal towards learning? This resistance to education is a nature acquired from the famous phrase that "school is boring" or "school is hard" and those
rebellious students disengage themselves from the class and teacher. When a child transitions into being a student there has to be an engagement to pull
them into a pleasure or some sort of ambition for learning and the engagement falls under

Graduation Speech
When my family arrived in the United States as immigrants in December of 2000, we were foreigners in a strange place. We did not know any
English so my siblings and I were placed in a school that had an English as a Second Language program specifically designed for immigrant
students. I remember being pulled out of my normal classroom regularly to work with teachers and other students on activities that were designed
to teach me English. The memory that stands out to me the most when thinking of those classes are the teachers who patiently worked with me
sounding out words in books or writing sentences. The teachers made me excited about learning even when I was pulled out of my regular class at
times when we were watching a movie or playing games. One day we were reading out loud in class and I nervously raised my hand to volunteer
to read. I began reading the sentence in my small timid voice and as I continued reading I heard the voice of a girl who was comfortable and
assured in the words she was speaking. There were no unsure pauses or nervous stutters in my reading and I remember feeling a sense of triumph
that I could read so clearly. The separate time I received with these teachers played a large role in my success as a student. I was able to form a
comfortable relationship that allowed me to be more engaged in the class and willing to learn without fear. Although I was disadvantaged because of

Effects Of A Positive Student-Teacher Relationship
Effects of a Positive Student–Teacher Relationship
How does having a positive relationship with a teacher affect the student? Students who portray positive attitudes and earn more trust from their
teachers as a result would pose this question. When I did my Community Service Learning (CSL) placement at my Elementary/Junior High school for a
past education course, one thing I gained out of this experience was establishing relationships with not only teachers (ie. visiting former teachers after
school and observing clubs I once attended), but also the students I tutored (namely groups of students from Grades 2 and 9 as well as a second–grade
class). Putting this topic in mind, I decided to discuss the research behind the benefit as I reflect through my experiences with the rapport I built
through the perspective of these students (and assuming I took the role of a teacher). Research shows that this often leads to higher academic
achievement and motivation as well as improved emotional and behavioural strengths and difficulties. (Raufelder, Scerber, & Wood, 2016; Sointu,
Savolainen, Lappalainen, & Lambert, 2017; Poulou, 2015) Though I find these effects are true, the research is not entirely representative of my
experiences as the experiments were done in different countries.
Motivation
Whether the teacher–student relationship is positive or negative, this correlate to how this can impact a student in the long run. According to Raufelder
et al. (2016), students who like a

Relationship Between Teacher 's Assessment And Demographic...
CHAPTER 3: Research Methodology
Introduction
The purpose of this non–experimental quantitative study will be to examine the relationship between teacher's assessment of their school's
implementation of EBS, teacher's demographic information, and student referrals. This chapter will discuss the proposed research methods of this
study. First, the research design and rationale of the study will be discussed, followed by a restatement of the research questions. Next, data collection
and analysis will be discussed.
Research Design and Rationale The present study will utilize a non–experimental quantitative predictive design. The non–experimental design is
appropriate, as random assignment, control groups, and manipulation of an independent variable will not be employed (Cramer, D., 1998). A
quantitative design was chosen over a qualitative design, as this study seeks to make inferences based on quantifiable results rather than assess
individuals' experiences (Craighead & Nemeroff, 2001). Because the aim of this study is to use several variables to predict student behavior, the
predictive design is most appropriate (Craighead & Nemeroff, 2001). This study will use a multiple linear regression to evaluate the relationship
between teacher's assessment of their school's EBS implementation, teacher demographics, and student behavior in an urban middle school. The
predictor variables for this analysis will be teacher's assessment of their school's EBS implementation, as well as the

Sufi Teachers and Redefining the Traditional...
Sufi Teachers and Redefining the Traditional Student–Teacher Relationship
"What does it mean–and more important, what should it mean––to be educated?" (58) A response to Spayd's begs another question. Is education the
objective itself or the means to the objective? For some people education is just a degree, a piece of paper framed on the wall. One can say, a person
with a diploma has received an education, but it is not certain that the person is educated.
This paper relates to those individuals who use education as a means to reach their objective. For them, education is not a straight line with a
definitive start and finish. It is a journey full of crossroads and choices, which require direction from a guide. For a student, the ... Show more content
on Helpwriting.net ...
The Sufi Order is most prevalent in the Middle East in general but specially in Iran, Iraq, Turkey and India. Sufism is a mystical religion based on
fundamentals of Islam promoting the most simple and direct connection between human beings and God. An accomplished member of the Order who
has completed his training is called a Dervish. The Dervish traveled across villages, towns and sometimes countries, (usually by foot) spreading the
teachings of Sufism. Even today, it is not uncommon to encounter a traveling Dervish when one visits the countries in the middle–east. They spread the
message of love and mercy, helping the needy and poor people. The Dervish have no earthly possessions other than the clothes on their back. Their
lifestyle is dominated by teaching through story–telling, singing, fortune– telling (using astrological calendars) and healing the sick with herbs and
extracts. It is important to realize that there are many sects within Sufism, which reflect its evolution similar to other religions or ways of life. A
qualified description of Dervish is provided by Kabir Helminski an author and translator of three books of Sufi poetry and a recognized leader in the
Sufi Order.
"A dervish is an apprentice, one who is learning the profession that will provide eternal livelihood. This

Relationship Between Teacher Training And Student...
2. LITERATURE REVIEW
2.1Theoretical review
Meta–analytic reviews reveal contradictory results with regard to the relationship between teacher training and student achievement. Hanushek (1989,
1997; Fehrler et al., 2009) concluded that there is no strong evidence to suggest that teacher training and teacher education has a positive effect on
student achievement. On the other hand, Greenwald et.al (1996) and Kane (2013) find a strong relationship between teacher education and student
achievement. Using a narrative synthesis of individual studies, Wayne and Youngs (2003) argue that students' test scores in English, History and
Science do not provide sufficient empirical evidence for drawing conclusions regarding the nature of the relationship between teachers' education and
training and students' achievement.
2.1.1Aspects of teacher training and education that affect teacher quality
The government plays a major role in determining the qualification of teachers. Governments influences teacher quality by setting teacher qualification
at a high level to so as to ensure satisfactory teacher quality while taking into account the supply of qualified individuals. Minimum qualification
requirements for teachers tend to change over time. Teachers employed in the past may not meet the set qualifications for new teachers, (UNESCO,
2012, 2014). Thus, the quality of new teachers entering into the profession from initial training will tends to depend on several factors including the

Teacher Student Relationship
Teacher–student Relationship
Encourage the children by being enthusiastic about teaching, because if you are excited about learning the children will be too. When working with
children it is important to be energetic and fun and have a good sense of humor.... Be understanding of the children's backgrounds and concerns. Some
children may be coming from broken homes. The children especially in public may not have ate a meal when they came home or may not have slept
in a bed or may not even have a home. Understanding the child's background builds understand of how and how much to motivate the students. In turn,
they will trust you when something is going wrong. Make time to get to know your students by developing fun activities at morning circle time and at
free time. If you do not have time, make time.
The benefits of the teacher student relationship are, if students love their teacher they will want to come to school and participate in any activity you
plan for them. If the students know that you are there for them and that you listen to them they will trust you.....(trust) My goal in this relationship is
that I establish a trustworthy relationship by having fun and learning about my students and by doing this have a great year with less frustration and
stress. Some of the actions I will take to accomplish my goals are, setting up an environment that feels comfortable and trustworthy; Displaying
encouraging words around the classroom, Taking the time to get to know the children

Establishing Good Relationships Between Teachers And Students
ESTABLISHING GOOD RELATIONSHIPS
Teaching is a job which involves constant interaction and communication between teachers and students. In order for communication to be effective, it
is important that a good relationship exists between the two parties.
Since the role of the teacher plays a major factor in student learning (Effect size = 0.93) according to Hattie (2013), it is vital that a positive
relationship occurs. Equally important are the relationships a student has with his class peers. If students feel safe and comfortable in their learning
environment, they are more willing to take risks and interact with others, which only improves the quality of learning that takes place.
Therefore, I always try to foster a healthy atmosphere in my classes. The first thing I do as a teacher, starting on the opening school day and
reinforced from then on, is to establish a culture of respect. This is one of my class expectations and usually there is a poster up to remind everyone
that respect for oneself and each other is paramount. It is only once that is established that positive communication and relationship building can occur.
It is generally believed that the components of healthy relationships are communication, trust, respect and love (Townsend, 2014). Clearly, after
establishing a line of communication, and ensuring an environment of respect, trust is the next issue that I work on. Trust–building is a process that
varies for each student but I try to initiate

The Relationship Shared Amongst Students and Teachers Essay
Relationship Shared amongst Teachers and Students
Nowadays, there is much controversy plaguing our society as to how the perfect relationship between teachers and their students should be. One pupil
might be favored more than another in the classroom by the teacher, making this extra attention unfair to the other students. Almost always, there is a
question pending as to what should the situation be inside a classroom. Nobody has yet come up with a solution to solve the problems facing our
societys school system and the relationship the students hold with their teachers. An equal balance of fairness, dedication, and hard work should come
from both teachers and students. Once we achieve this goal, our classrooms will have teachers ... Show more content on Helpwriting.net ...
Most students especially those younger need to be attracted to a particular subject or topic, one that just grabs their attention, in order to pay attention
and to learn from that subject. One such example is when I entered the 8th grade with a hate for mathematics, but after being taught by a very well
educated professor, I managed to start liking algebra and becoming more and more intrigued as the course went on.
When I used to be in elementary school, I would only find interest in those topics I thought were exciting and interesting such as science and
drawing. Whenever a teacher would tell us to draw or sketch a picture, a smile immediately grew on my face and I lightened up with joy since I loved
to draw. My love of art made me one of the most talented kids at school with that gift. I believe that a dedicated person must push his or her limitations
to the maximum of their potentials to be educated and to succeed even though he or she may not like what theyre being taught, but that person must
still push themselves to become interested in order to do well in that subject at the same time.
Another example is how I am studying to go into the pharmacy field by taking classes I may dislike such as biology, physics, and calculus. I may
loathe these classes, but in order for me to become a pharmacist and be successful in life, I must learn to have an interest in these

Relationship Between Teacher And Students
Relationships in the classroom
Building a relationship between the teacher and the student is not always easy, but it is necessary and important. In the first lecture of this course, the
importance of a relationship between the teacher and the students was discussed [1]. Building a good relationship in the classroom setting is not only a
tool for building a better learning environment, but also a way to make a teacher 's work matter. If the relationship between the teacher and the student is
bad, usually the student feels pushed out and rejected and therefore develops a bad relationship with the subject and with learning. A large body of
research supports the idea that a good teacher–student relationship helps the students feel better and have higher academic achievements [2]–[5]. A
good teacher, one that has a good relationship with his/her students can manage to instill a growth mindset in their students and help them achieve
more also in the future, when the said teacher is not present anymore.
Building a relationship takes time and effort, as humans do not immediately accept strangers in their lives and don 't usually trust others unless that
trust is earned. For a teacher, earning the trust of a student can be a very complicated process, based on different experiences and different views on
various topics. There are three main factors that set the basis for the classroom relationships: the way in which we interact, the content of the
interactions and the environment

Exploring the Relationship and Influence between Teacher...
The main purpose of this study was to explore the relationship and influence between a teacher expectations and student achievements in class. Does
that student whom the teacher is always giving extra lessons and is always more patient with or whom always takes the longest to answer a question,
and is always called on, is he the one who is getting the most out of that class? According to several studies and experiments they all say yes and
student does achieve to be more successful if their teacher takes a little of their time to help the student and let them answer that hard question with
more time than the other students. Studies have shown that teachers' expectations are more likely to influence the student's performance. The attitude
of the teacher can change how they see the actions of a student and allow them to make different opinions. As shown in Elisha Babad, Frank Bernieri,
and Robert Rosenthal's study (1991) from the book Social Psychology written by David G Myers, students are very sensitive to teachers' facial
expressions and body movements (111; bk.ch3). A teacher's attitude can influence their judgment of a student in class room behavior; namely, their own
attitudes can cause the fundamental attribution error to occur as well as the Self– fulfilling prophecy, as reflected in a student's performance.
Psychologist Robert Rosenthal and Principle Lenore Jacobson performed an experiment in which they told teachers that a handful of students were
diagnosed as a

Fostering Teacher Student Relationship in Nursing
Fostering a warm teacher student relationship
The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher .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. 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 ... Show more content on Helpwriting.net ...
Those teachers, who demonstrate respect towards their students, automatically win favor by having active learners in their classroom. The arrogant or
offensive teacher will lack these positive qualities due to his or her lack of control over the children. Teachers should assert that they should also be
treated with respect .Teachers can blend their warmth and firmness towards the students in their classroom, but with realistic limits.
Teachers who are in a classroom might have experienced one time or other students who are disruptive or find learning boring. Teachers understand
that if this behavior continues in the classroom and if they do nothing to prevent this from happening, the outcome proves to be disastrous for both
types of participants. The student will conclude that his or her behavior is permissible, and will draw away from learning; therefore it is essentially
important for the teacher to explain to the child the importance to learn. Though we understand that learning cannot be forced, learning becomes a
process for an individual where he or she feels comfortable with learning whether it's in a classroom or at clinics.
Children in first year feel the urge to talk about their problems, fears, or even show their knowledge, but at the same time they want to be listened too.
The student will feel valued and respected. Students feel happy when the teacher eventually gives

Collaborative Learning As A Teacher Student Relationship
Collaborative Learning
Collaborative learning is a situation in which learners attempt to learn together. The people involved in collaborative learning capitalize on one
another's skills and resources. Under these circumstances, they share information, monitor each other's work, and evaluate ideas together. Each
participant is accountable to the rest of the learners (Bruffee 636). The learning can be online, chart rooms, or face to face, and may involve group
projects, collaborative writing, debates, joint problem solving, and study teams (Bruffee 638). In essence, collaborative learning redefines the
traditional learning paradigm in which learning was a teacher–student relationship.
Collaboration can be used in various situations to enhance a student's ability to learn. One way in which collaborative learning can be used is in group
projects. Group projects help learners develop skills that are increasingly important in the professional world. Positive group projects enhance students
learning, retention, and success of the entire group and school (Bruffee 640). Working on a project in collaboration fosters the student's ability to
manage time, break complex tasks into smaller parts, challenge assumptions, and develop stronger communication skills. The overall benefits of group
projects include; pooling of knowledge and skills, holding all members accountable, developing approaches to problem solving, tackling projects that
cannot be tacked by individuals, and finding the

The Importance Of Positive Relationships With Students
In alliance with Maslow's hierarchy of needs, students need positive relationships to be successful in the classroom. It is important for students to
feel important and needed in the classroom. Students need to be able to identify and see their purpose needed in the classroom, as well as their
purpose as a student. As students identify their purpose in the classroom, they are able to feel supportive in the classroom. This allows for positive
bonds to form and for students to become fully engaged in the classroom experience. Teachers have the opportunity to provide students with an
inclusive, positive, and enjoyable experience, and failure to do this will cause negative effects on the students socially and academically. In a study
conducted by Marzano, Marzano, and Pickering, positive–teacher student relationships build the foundation for classroom management (Jones & Jones,
2016, p.52). It is almost impossible for a teacher to manage a class without a positive relationship with the students. Students who do not have a positive
relationship with a teacher will not follow rules or obey the teacher. Ways to establish positive relationships with students include, providing them with
a safe space, respect, showing care, and being culturally competent. Being culturally competent is an essential to build a positive relationship with
students. Gallagher cites "Students in high–poverty urban schools may benefit from positive teacher–student relationships even more than students in

Reflective Essay: Positive Relationships Between Teachers...
People often ask me "How do you teach" and I just reply with a smile. To teach means more than to lecture or explain before a group of students.
Teaching is getting to know your students farther than academics, getting to know them personally so that you have a better understanding of who they
are. The teacher and student combo that has the qualities of good communications, respect in the classroom, and show interest in teaching from the
point of view of the teacher and learning from a student will establish a positive relationship in the classroom. A good bond must start from the day the
student enters the classroom until they leave the classroom. Positive relationships between teachers and students can determine student success or
failure. Marzano (2011) notes that "Positive relationships between teachers and students are among the most commonly cited variables associated
with effective instruction" (p.82). It is important that, we as educators, recognize the impact we have on our students. Teachers have a big
responsibility and that is to not only meet the needs of the students academically, but to meet their needs emotionally as well. When a classroom
environment is created and it promotes positive vibes it can channel everyone's energy to be successful and reach their desired goals. My students and
I have built a bond where they know they know when we can joke and laugh with one another and when it is time to get busy with work. Often times
some teachers try to be

Student Teacher Relationships And Student Academic Growth...
In recent years a discussion regarding education has increasingly emphasized teachers' role in promoting student academic growth through personalism.
Phillippo explains personalism as, policies that ask teachers' to develop individual relationship with students at a presumed level for student
achievement (2012, p. 441). Urban school districts have promoted these policies by converting larges schools into smaller schools. Research on
student–teacher relationships generally supports policies of personalism" (Phillippo, 2012, p. 441). Students who have a professional relationship with
their teachers tend to be more successful in school. This challenges us to consider how teachers' practices directly influence what and how students
learn, and what can be done to support teachers' contributions.
Summary of The Study Phillippo conducted this qualitative research study over a time span of a year and thirty–four months. She wanted to
investigate how students from non–dominant groups responded to teacher personalism. Data shows that policies of personalism do promote
student–teacher relationships, however; tension arose when the participants felt that teacher personalism was threatening their privacy or agency
(Phillippo, 2012, p. 441). Culture and social experiences contributed to the way students perceived personalism and it constrained the participants' trust
toward their teachers.
Research Question A strong student–teacher relationship can promote positive outcomes for

Relationship Between Student And Teacher In Samuel...
The essay "Look at Your Fish" by Samuel Scudder, portrayed how the relationship between student and teacher can significantly be something
great and help a student in their field of learning. The personality of his teacher helped him to keep learning and be successful in his field, thus
allowed me to connect my experiences with past teachers and how similar the messages we gained through our teachers are alike and made us
progressive. Scudder's professor presented him with a difficult assignment which required him to only examine a fish using only his eyes. He
came back to his professor many times, believing he found new discoveries when really his professor crushed his hopes and repeatedly told him to
look upon it again. After some time pondering over the fish, the "influence has extended to the details of every subsequent study" (Scudder 497).
The lesson and teacher affected Scudder's study so much that the lesson he learned leaked into everything else he studied in his field. The lesson
of always looking for more details than you think exist and reading more of what's in between the lines of music, or a fish. I relatively saw this
happening for me with my first music teacher, when I was starting music, he kept me on one specific practice book, as much as I didn't like it and
could play through it. Each time I perform any difficult etude of the book he pointed out details I never played correctly or understood. This led me to
learn music passionately and bring out as

Building Positive Student Teacher Relationships
Teachers are expected to create meaningful and engaging instruction aligned with the Common Core State Standards, while also creating a classroom
management plan that enhances student achievement. Jones and Jones (2013) quote Woolfolk and Weinstein (2006) in their book, Comprehensive
Classroom Management, stating that "What students want are teachers who establish caring relationships, set limits and create a safe environment ...
and make learning fun" (2013, p. 59). I strive to achieve this in my classroom each day as I greet students at the door, shaking their hand and making
small talk with them, establish fair and consistent rules and procedures, and by building positive student–teacher relationships while making learning
fun through the use of hands–on–activities, role playing, and creative constructions. The first step in classroom management is to create an environment
where students feel cared for and valued. To do accomplish this, teachers need to build positive student–teacher relationships. Marazano (2003) reports
in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that "Positive teacher–student relationships were
the foundation of effective classroom management" (p.56). I am committed to creating a safe learning environment that is organized, structured and
conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher–student relationship with all
of my

Developing A Strong Teacher Student Relationship
In the field of education, no matter what position you carry relationships are the key. Relationship can be defined as, "an emotional or other connection
between people" (dictionary.com). During an academic school year, as well as throughout the duration of a teacher's career as an educator, it is
important to build teacher–student, teacher–parent, teacher–administrator, and teacher–teacher relationships. Not only does a teacher have to build
these relationships but he/she has to make sure that they are positive and effective relationships. Building student's associations with educators has
essential, positive and enduring ramifications for both student's scholastic and social advancement (Rimm–Kaufman & Sandilos). Children spend over
... Show more content on Helpwriting.net ...
It is a methodology that grasps our unpredictable characters, histories, and the stories we bring that serve to adapt the subjects we educate (Goodman).
Separating boundaries, encouraging positive correspondence in the middle of educators and parents, and having drawn in families will prompt better
results for students. In our occupied day juggling papers, lesson arranging and dealing with an alternate number of students we can without much of a
stretch overlook the gathering that could loan huge in our charge as educators. There are many principles that we can put into place to build effective
teacher–parent relationships. We as educators can learn the parent's names and how they prefer to be addressed. This seems like a simple step, but it is
a step that can easily be overlooked. Let the parent's know your intentions; let them know that you need to collaborate with them, that you value their
support and anticipate cooperation. Communication is very important key factor. Letting parents know what is going on, what the students are learning
and what they have accomplished will give them an eye inside the classroom. As an educator, your administrator will be your back bone. More often
than not, we will depend on administrators thus it would be wise to develop healthy relationships

Teacher Student Relationship With Students
The Teacher–Student Relationship
School begins at age five, or for some even before that, and so begins the excruciating routine of waking up at an early hour to be ready to be at a
place where you didn't ask to be, to be taught by an older stranger about something you don't understand. However, in the life of a human being this
routine that goes on for years is essential to our lives, as well as those older strangers who teach about subjects that you don't understand. Those older
strangers have the responsibility to pass on knowledge to their students and the given knowledge, whether taken or not, will determine their future. Is
everyone comfortable or willingly to accept the teachings of a total stranger? Of course not, therefore this total stranger has to have an identification to
the students, but not necessarily just a name. Teachers must develop a relationship with their students because teacher–student relationships affect a
student 's academic excellence.
As a student myself I witness the rebellious outburst of students that will at no end do everything, but be productive in class. What is the root of this
refusal towards learning? This resistance to education is a nature acquired from the famous phrase that "school is boring" or "school is hard" and those
rebellious students disengage themselves from the class and teacher. When a child transitions into being a student there has to be an engagement to pull
them into a pleasure or some sort of ambition for learning

Teaching Education And Student Teacher Relationships
The Concept of Learning
There are many methods to teaching in education and student–teacher relationships are a very important aspect in learning as well. Paulo Freire
introduces us to two methods of education, the first is the banking concept where he explains that students are merely containers to fill with
information and education is only for depositing methods into them without the students truly understanding what they are learning. The second
method is the problem–posing method where the teachers and students are both equal in the classroom and they teach each other. This concept is
aimed at challenging and testing their critical thinking. While David Bartholomae explores the concept of teachers turning students into reader–based ...
Show more content on Helpwriting.net ...
These statements that he makes are very degrading to both the student and the teacher, but no matter which way he puts it the students do go to school
to learn and at the end of the day that is the main goal in education. Since birth we have all been taught to do things like walk and talk without ever
questioning why we need to learn these things, they are just things that we must know to live our lives. Freire argues that students are objects and that
they do not truly understand what they are learning because they do not have the capability of creative learning in the classroom. According to Freire in
the classroom, "The student's records, memorizes, and repeats these phrases without perceiving what four times four really means" (257). The truth is
that students go to school kindergarten through twelfth grade and learn the basics like how to read, spell, write, add numbers together, important things
in history, and science explaining many things like our ecosystems. Students have been learning through the banking concept their whole lives and it
has been a very effective because these subjects were needed to be taught or else people would not have the common knowledge that is needed to go
about their everyday lives. The teachers are meant to hand down their knowledge to students, it works that way until a student can gain their own
understanding and then they are able to move onto the next topic. With the problem–posing method Freire drives his

What Makes An Effective Classroom Manager?
There are many misconceptions of what makes an effective classroom manager. Often, teachers believe that if you are able to "control" or "demand"
good behavior; this represents effective classroom management. It was once said that a child doesn't care how much you know, until they know how
much you care. When teachers build rapport with their students; students often present positive behavior. According to Jones, Bailey & Jacob, (2014,
p.20) teachers who establish and maintain high–quality, trusting relationships with students can draw on their history of positive interactions in order to
address classroom management challenges as they arise. One can refer this as making deposits and withdrawals. The relationship presents itself as a
bank account; when you contiousily build rapport with students you have are making deposits of positive interactions. So, that when those problematic
encounters, challenges or (withdrawals); take place there is a positive balance. Once this occurs there is evidence of effective communication and
relationships between students and teachers. Furthemore, building positive relationships with students is fundamental to effective classroom
management. As per Jones, Bailey & Jacob, (2014) notes" by implementing management strategies that actively build children's social emotional and
self–regulatory skills, teachers maximize their management efforts and increase the likelihood that students will be able to respond successfully to their

Ms. Creighton: A Philosophical Conflict In The Classroom
1. Who should be responsible, according to university rules, for giving the final grade in student teaching? Although not stated explicitly, the text
implies that the collaborating teacher provides the university with a grade recommendation. Unfortunately in this scenario the student might receive a
"C", therefore, would not be eligible to graduate with a teaching certification. 2. To what extent is this situation a generational conflict? A philosophical
conflict? A class conflict? In my opinion, this situation is primarily a philosophical conflict. Ms. Creighton's prefers structure, clear student–teacher
relationships, and seems to rely on instructional practices that she has used and trusts. In contrast, Susan is friendly with students,... Show more content
on Helpwriting.net ...
I would categorize Susan's level of turbulence as severe, because it is likely she is experiencing "a feeling of crisis". In contrast, Ms.Creighton and
Principal Morgan are likely experiencing a moderate degree of turbulence because of the "widespread awareness of the issue", however, if Susan does
not achieve certification it will not affect them directly (Shapiro & Gross, 2013, p. 18). To insure continued success within his school's student–teacher
program it would be valuable for Principal Morgan to consider how pairs are selected, and how collaborating teachers are trained. In this scenario, its
seems that the student teaching process is being used as a high–stakes final test before a graduate enter the profession. Perhaps, if Principal Morgan
could maintain an emphasis within his staff that student teaching is a learning opportunity he could avoid situations like this one in the

Teachers and Students -Roles and Relationships
The student teacher establishes a routine that students understand and respect. Activities reflect careful thought, take into account student
developmental levels, learning styles and diversity, and create situations in which students construct knowledge. The student teacher exhibits respect
and consideration toward colleagues, particularly in team situations, supports colleagues' work and contributes an equal share to team efforts, The
student teacher encourages and elicits interaction with parents and community and makes herself available to those constituencies when and where
appropriate. She clearly demonstrates leadership in the classroom, guiding and directing activities and interaction in ways that contribute to a positive
and safe ... Show more content on Helpwriting.net ...
This worksheet demonstrates another way I asked my students to construct knowledge; by examining a document (in this case a difficult,
non–narrative poem) for its details, to try to sum those details to meaning (comprehension) and to try to figure out how the student knew how to sum
those details (metacognition). While the practical, classroom end of this worksheet was a brainstorm regarding the details of the poem and an
increasingly specific investigation of the diversity of potential meanings in the poem, by allowing my students to write before speaking –– to gather
their thoughts and ideas before even a spoken brainstorm –– I allowed each of my students to feel as though they had something to contribute to the
class and to the classes' construction of a reading (or a series of readings!) of the poem. Allowing students to chart the known, this activity ultimately
allowed my students to make the leap to charting a small section of ideas that were, before this activity, unknown. Before students can trust each other
enough to share their ideas –– and to construct knowledge with each other –– the teacher must engage students in activities to foster classroom
community. During Brown Summer High School, my co–teachers (Jen Fordyce and Jenny Morse) and I started each of our classes with what we called
an AGFA (an Attention Grabbing Focusing Activity) that had a twofold intent:

Effective And Ineffective Teacher Student Relationships
The purpose of this study was to analyze the research findings on effective and ineffective teacher–student relationships and the results on student
achievement and behavior. Marzano discusses the teacher's personality not necessarily pertaining to the quality of T–S relationship. The teacher should
act professionally as an advocate. Marzano claims that "Rather, the most effective T–S relationships are characterized by specific teacher behaviors:
exhibiting appropriate levels of dominance; exhibiting appropriate levels of cooperation; and being aware of high–needs students." Dominance does
not mean force or control but rather providing a clear purpose and strong guidance to students, both academically and behaviorally (Marzano, 2003).
Teacher–student relationships are also formed as a result of how things are run and the atmosphere of a classroom, primarily routines and expectations.
Dominance is also not referring to the teacher talking the whole time with limited or no student interaction as seen in a study conducted by analyzing
video–observations. Monologic T–S interactions "...in which the teacher controls interaction and learners participate minimally...[result
in]...lower–performing classes...In these classes, students were less able to recall and understand the content compared to upper–track classes,
indicating that this type of monologic interaction was a factor in sustaining inequalities." As a result "...teachers must join and connect with their
students to make

The Importance Of Teachers On The Classroom Environment
In order to develop strong relationships with my students, colleagues, and parents, I plan to do a variety of little things to yield big results. The
relationship that teachers have with students is vital to the classroom environment. In "You've Got to Reach Them to Teach Them," Mary Kim Schrek
writes that "the human encounter between teacher and student is often a more powerful teaching tool than the academic content, the grade, the data
analysis, and the hours spent picking apart the curriculum" (Schrek, 2011, p. 5). In order to establish such relationships, I plan to follow a four–step
procedure that I read about in an article by Nina Sears on the National Education Association's website. Sears' article suggests that a teacher "get to
know their students, individualize the curriculum, watch what they say, and keep trying to reach students" (Sears, 2014). As an attempt to get to
know my students, I will create a little survey on the first day of school for each student to fill out; questions would include asking my students
what their favorite color is or what type of books they like to read. By doing this, I will learn about my students' likes and dislikes and how to use
their answer in the curriculum. Individualizing the curriculum might seem like a huge undertaking but if a teacher is willing to work with the student,
it is not a big deal. For example, I was an auditory learner and I had a teacher who altered the project requirements so I could write a song to

Teacher And Student Relationship

Recommended

Recommended

More Related Content

More from Brenda Potter

More from Brenda Potter (20)

Recently uploaded

Recently uploaded (20)

Teacher And Student Relationship