Students may hesitate to share problems with teachers for several reasons related to the teacher, family, peers, and technology. A survey of 52 students and 3 teachers at two schools found that students are more likely to share academic rather than personal problems with teachers. While teachers thought they knew students' problems, students reported they did not always feel comfortable sharing. Tactics for teachers to improve student comfort in sharing include showing awareness of students, using supportive language, promoting unity in the classroom, facilitating peer interaction, and varying instructional approaches.
Importance of Classroom Management skills for teacher: Why cannot good Classroom management be provided in our schools?
SLOGAN: when there is a smiling face, there is always solution.
Importance of Classroom Management skills for teacher: Why cannot good Classroom management be provided in our schools?
SLOGAN: when there is a smiling face, there is always solution.
How do teachers determine the special needs of the Students?:
Why don’t Students join to the communicative activities?
SLOGAN: The secret is in our Students.
Objective of student engagement in the school
1. Maximize learning in the classroom
2. Develop healthy learning environment in the classroom
3. Promotes meaningful learning
4. Monitor students learning outcome
5. Avoid monotonous, boredom, laziness , passive learning environment in the classroom
6. Prepare alert, active and smart global students who can think critically , minutely and rationally
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Dr. Mona Al Haddad - Preparation of General Education Teachers for Inclusion...IEFE
Presenter:
Mona Al Haddad,
M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education Program,
Dar Al-Hekma University, Jeddah, KSA
Preparation of General Education Teachers for Inclusion of Students with Autism Spectrum Disorder in Regular Schools in KSA
IEFE Forum 2014
How do teachers determine the special needs of the Students?:
Why don’t Students join to the communicative activities?
SLOGAN: The secret is in our Students.
Objective of student engagement in the school
1. Maximize learning in the classroom
2. Develop healthy learning environment in the classroom
3. Promotes meaningful learning
4. Monitor students learning outcome
5. Avoid monotonous, boredom, laziness , passive learning environment in the classroom
6. Prepare alert, active and smart global students who can think critically , minutely and rationally
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Dr. Mona Al Haddad - Preparation of General Education Teachers for Inclusion...IEFE
Presenter:
Mona Al Haddad,
M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education Program,
Dar Al-Hekma University, Jeddah, KSA
Preparation of General Education Teachers for Inclusion of Students with Autism Spectrum Disorder in Regular Schools in KSA
IEFE Forum 2014
This Project was prepared by the 7th graders of CMS, Kanpur Road Campus within the 13. International ICT Seagulls Projects designed by Dr. Hayal Koksal.
Kỹ năng thuyết trình là kỹ năng làm việc quan trọng của rất nhiều vị trí làm việc. Đến nay, không ít người vẫn lầm tưởng Kỹ năng thuyết trình là KỸ NĂNG NÓI, trong khi bản chất của nó là sự TƯƠNG TÁC VỚI ĐÁM ĐÔNG. Hiểu mình và hiểu đám đông sẽ giúp bạn có bài thuyết trình thành công.
How can we establish positive teacher-student relationship in our classes?
SLOGAN: If we establish positive teacher-student realtionship, we can build a better future
Student teacher relationships and learning outcomes flowerbomb22
This slideshow aims to provide teachers and pre service teachers with an understanding on student teacher relationships and learning outcomes through theories, research, a research proposal, recommendations and strategies for improving student teacher relationships in the classroom.
2015 INTERNATIONAL ICT LEADING SEAGULLS_GOALS OF PRESCHOOL EDUCATİONBoğaziçi Üniversity
We have worked on the faults of the goals of preschool education in Turkey in our project and suggested some solutions.This slide will introduce you to our project,finally we are so proud of your inserest,and we thank Hayal Köksal.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
This presentation was delivered by keynote speaker Emer Smyth at the 2016 annual conference of the European Educational Research Association.
More information on the conference is available here: http://www.eera-ecer.de/ecer-2016-dublin/programme-central-events/keynote-speakers/emer-smyth/
Curriculum DevelopmentAssignment ThreeSubmit both assignments OllieShoresna
Curriculum Development
Assignment Three
Submit both assignments on the same document
Part One:
Hidden Curriculum-
Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you? The paper should be around TWO pages. Refer to the Hidden Curriculum Article.
The Hidden Curriculum Article
In schools, there are numerous factors that impact instruction. From poor nutrition to teacher expectations, the factors pour in. While all these factors influence instruction, the students must still learn and the educator still needs to teach students the state standards. During the last few decades the way we educate children has evolved, so the definition of curriculum has evolved as well. In the early 1900's "specialists in the field began to differentiate among various kinds of curricula: planned and unplanned (the hidden curriculum) and technical and practical learnings" (Wiles, 2002, p. 23). This hidden curriculum is what many educators are now focusing upon. Once educators understand how to teach curriculum, then they need to learn about the unplanned curriculum that can keep their students from learning in school.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, "We know that many of the most potent messages students receive are not communicated through the explicit curriculum and it's content. Rather, the messages are part of the hidden curriculum"(2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Teacher attitude plays an integral part on how well students learn. If a teacher is excited when teaching a concept, then the students will sense it and become excited about the concept as well. Gourneau describes her study of educators' attitudes, where there were five attitudes that the best educators shared. These five attitudes were, " a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students' creativity"(2005, p. 3). Unfortunately, not all teachers possess all of these attitudes; therefore, the students are exposed to other attitudes that may be negative. Students feel more secure when their teacher has these attitudes and therefore they are able to learn comfortably. When students are provided ...
Hayal Köksal has been coordinating the International ICT Seagulls Projects since 2004. In 2023 Junior Citizens' Academy SQC participated in the project from Nepal.
This project was prepared by the Middle School students of Sri lanka under the leadership of an ELT Teacher_Judith Perera within the 16. International ICT Seagulls Project and won the Championship Award for Middle Schollo students. Congratulations.
This project was prepared by the XI graders of City Montessori School, Lucknow, India within the 16. International ICT Seagulls Project and won the Championship Award for High School Category. Congratulations.
Star of Turkish Education system: Village Institutions: What kind of Turkey would e have if they still exist?
Classroom management style at village Institutions (Köy Enstitüleri). Reasons of decreasing extra-curriclar activities and outcomes of the closing of Village Institutions on teachers Education system.
Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems?
SLOGAN: When children mishave, they tell us that they need help learning a better way.
Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems?
SLOGAN: When children mishave, they tell us that they need help learning a better way.
Enhancing Students’ Motivation to Learn: Why some students’ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
Teacher-Parent Relationship: Why is parent-teacher relationship insufficient in Turkey?
SLOGAN: I made a living oil lamp furnishing them with much oil to maket 16hem enlighten them ba17tter (J.W.Snellman)
Creating Positive Peer relationships: Why does peer relationship problems, like bullying, exist in middle schools?
SLOGAN: My School is like my family.
13. Uluslararası Bilişimci Martılar Projesi kapsamında Ankara Anafartalar Koleji 5. sınıf öğrencilerinin gerçekleştirdiği bu proje Dr. Hayal Köksal tarafından tasarlanmıştır.
More from Association for Innovative Collaboration (YİMEDER) (13)
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
5. Contents:
Literature Review
Brain Storming
Matrix Diagram
Pareto Diagram
Problem Definition
Fishbone
Matrix Diagram
Bar Diagram
Teacher
Family
Peer
Technology
Data Collection and Conclusion
Tactics
References
5
6. Literature Review
● The student-teacher relationships affects the
attitude of students not only toward the school but
also toward the desire of learning. (Christenson,
2007)
● A recent study found that student-teacher
relationships throughout elementary school
affects the reading achievement of
students.(McCormick & O'Connor, 2014).
Figure 2
6
7. Literature Review
• The student-teacher
relationship affects the
classroom environment
for students how they feel
in it.(Murray & Malmgren,
2005).
• Face to face interactions
between student and
teacher increase the
self-confident of
students.( O’Connor et
al., 2011; Silver et al.,
2005)
Figure 3
7
8. Literature Review
• Early teacher-student relationships,especially in kindergarten affect
academic and social outcomes as well as future academic outcomes
and become social people in daily life.(Cataldi & KewallRamani,
2009)
• Motivation plays a key role in the relationship
between teacher-student for academic
outcomes because it is closely linked to
student’s perceptions of teacher
expectations.(Fan & Willams, 2010)
8
Figure 4
9. Brain Storming
Why do students hesitate to share their
problems with their teachers?
Why do the teachers respond to the classroom
problems aggressively?
Why do not teachers share their personal
information with students to help them see
teachers as real people?
Should a teacher be friend or friendly to the
students?
1
2
3
4 Figure 5
9
10. Matrix Diagram
Problems
Rüveyda 6 3 7 5
Emrah 7 5 2 4
Buğçe 6 4 2 7
Büşra 7 5 3 6
Zeynep 6 3 7 5
Total Point 32 20 21 27
Percentag
e
32% 20% 21% 27%
Why do students hesitate to share
their problems with their
teachers?
Why do the teachers respond to
the classroom problems
aggressively?
Why do not teachers share their
personal information with students
to help them see teacher as real
people?
Should a teacher be friend or
friendly to the students?
1
2
3
4
1 2 3 4
10
12. Why we
choose
this
problem
• We choose this problem because
we want to examine the reasons of
students’ hesitation to share their
problems with their teachers. This
is because the solution of the
problem can be investigated in
terms of not only teacher and
family but also peer and
technology.
Figure 6
12
13. Fishbone
Why do students
hesitate to share
their problems with
their teachers?
Family Teacher
Technology Peer
experience
attitude
income
ethnicity
expectation
gender
quality
problems
attitude
income
internet
individualism
attitude
Figure 7
13
16. • Experienced teachers know how to
construct strong relationship with
students effectively via their previous
experiences. (Nye, Konstantopoulos &
Hedges, 2004)
• In terms of attitude of teacher, the
authoritarian teachers put the pressure
on students, so students hesitate to
contact with their teachers.(Vohra,2012)
Teacher
Figure 8
16
17. • High expectations of teacher affects the relationship
between teacher and students negatively because the belief
of teacher decreases toward students and also teacher tend
to ignore them in the classroom.(Spiegel, 2012)
• If ethnicity of the teacher and students does not match, this
ethnic imbalance can decrease teacher’s closeness towards
students (Hughes, J.,& Kwok, O., 2007)
Teacher
17
18. Figure 9
18
Student (İsmet)- May I see my paper teacher?
Teacher- Yes, sure. However, if I had given more grades to you, I will get them back.
(FROM THEN ON, İSMET NEVER DEMANDED OR REJECTED ANYTHING.
19. • Teachers' gender perceptions of students' ability is also
reflected in the type of praise and expectations. Teachers
often give girls less meaningful and less critical praise than
boys.(Liu, 2006)
• In terms of quality of teacher, effective teacher arouses more
attention of students than non-effective teachers via the
some activities in the classroom.( Hamilton, 2012)
Teacher
19
20. •Students from low income have more difficulties to do homework than
others because when teacher wants them to design a project ,their
parents cannot meet the materials about it,so they feel inadequate
toward their teachers and hesitate to connect with them.(Jensen, 2013)
Family
When the parents fight in the presence
of their children,the children behave
aggressively in the school toward their
teachers or friends.(Yeo, 2015)
Figure 10
20
21. •Children from authoritarian
family environment hesitate to
connect with their teachers
because they assume that all
older people are authoritarian
including their teachers like their
family.( Englehart, 2009)
Family
Figure 11
21
22. •Students humiliate while the latter connect with their teachers by
ridiculing as ‘looser’.( Becca, 2014)
Peer
• Students from high income put pressure on students from low
income, so the latter withdraw and so do not want to connect with
not only their friends but also their teachers.
Figure 12
22
23. •Because of easy accessibility of the Internet everywhere,
students do not need to ask a question or interact with their
teacher.
•Developing technologies and apps leads to socialize people in
the artificial world not in the real world because each person
know each other from the social networks. Thus, they do not
try to communicate face to face. Such individuality is reflected
to the relationships between teachers and students(Wellman
& Haythornthwaite, 2008).
Technology
23
25. Data Collection
• Type of data collection: Survey
• The survey has been applied to
- 52 students
- 3 teachers.
• Hasan Ali Yücel State School- 8th Grade
• Türkan Şoray State School- 5th Grade
25
32 students
20 students
26. Question 1: How can you define
‘a good teacher’?
Teaching
good
35%
Not
beating
29%
Fun
15%
Kind
hearted
15%
Smiling
6%
Teaching
good
29%
Not
beating
31%
Fun
17%
Kind
hearted
16%
Tolerant
7%
5th Grade 8th Grade
26
27. Question 2: Do you share your happiness or
problems with your teacher?
Problems
75%
Happines
s
25%
Problems
69%
Neither
31%
5th Grade 8th Grade
27
28. Question 3: Do you hesitate to share your
problems with your teacher?
8th Grade
Yes
75%
No
25%
Changes
according to
problem and
teacher
25%
Yes
75%
5th Grade
28
30. Question 4: In which situations do you find
difficult to share?
When
somethi
ng bad
happens
13%Family
related
33%
Lesson
related
27%
Personal
27%
5th Grade 8th Grade
30
When
something
bad
happens
42%
Personal
33%
Lesson
related
17%
Family
related
8%
31. Question 5: What kind of attitude should your teacher
take that you would feel comfortable to share your
problems?
Kind
67%
Solution
seeking
25%
Cheerful
8%
Kind
59%Solution
seeking
8%
Trustworthy
33%
8th Grade5th Grade
31
32. Question 6: Can you share your extracurricular
problems easily with your teacher?
Yes
80%
No
20%
Yes
40%
No
60%
8th Grade5th Grade
32
33. Question 7: Rank the following in the order of
priority that you would share your feeling?
42%
8%
33%
17%
Happiness/ Enthusiasm
58%23%
10%
9%
Problem/ Trouble 45%
36%
18%
1%
Happiness/ Enthusiasm
33%
27%
13%
27%
Problem/ Trouble
8th Grade5th Grade
Family
Friend
Class teacher
Guidance and psychological
counseling
Family
Friend
Class teacher
Guidance and psychologica
counseling
33
34. Question 8: Can you contact with your teacher
any time you need?
Never
0%
Rarely
14%
Sometim
es
22%
Usually
32%
Always
32%
Never
17%
Rarely
17%
Sometim
es
41%
Usually
25%
Always
0%
5th Grade 8th Grade
34
36. •What kind of problems
do your students share
with you?
•How often do your students
communicate with you
outside of the class?
Questions to teachers
•Out of 10 how would you
rank the frequency that your
students share their
problems, happiness, or
curricular problems?
lesson
related
58%
family
related
25%
peer
related
17%
older
grades
75%
young
er
grades
25%
8
100%
36
37. Conclusion
•Although the quality of teacher is an important factor about
the relationship between teacher and students, student do not
give an adequate importance to this property.They focus on
personal characteristics of teacher. (Christenson, 2007)
•About the relationship, teacher and student evaluate the type
of problems differently.
•Although the teacher assumes his/her students consult
him/her, from the students point of view this is not the case.
(Liu, 2006)
37
38. Tactics
Awareness
• Make a student feel he/she is
valued and important
• Make a student realized that
teacher is aware of him/her
behaviour, problem, and
intention
How can you manage this?
• Eye-contact
• Touch his/her shoulder
• Communication outside of the
class about extra-curricular
topic
38
39. Tactics
Language
• Make a student feel he/she is
not judged by his/her teacher
• Make a student feel his/her
character is not critized by
his/her teacher.
How can you manage this?
• Use ‘I language’
• Try not to use ‘but’
• Rather than find a solution, listen
him/her completely and guide
them to find their own solution
39
40. Tactics
Unity
• Make students feel as a part
of the classroom.
• Make students feel there are
not any discriminations in the
classroom.
How can you manage this?
• Teacher and students should
prepare ‘Generalizations’ about
the classroom together.
• Teacher should not focus on
students’ success while
considering their needs
40
41. Tactics
Peer
• Make a student feel
comfortable while interacting
and communicating with
his/her peers.
How can you manage this?
• Divide students into groups, and
time to time change these
groups with some different
activities.
41
42. Tactics
Instructional approaches
• In a classroom, the way of
learning can change from one
student to another
• Also, there can be a student
who has a learning disability
How can you manage this?
• Increasing the variety of
instructional approaches rather
than direct instruction
• Focus on their individuality, not
their disability.
42
48. References:
• İmece Circles Training, Dr. Hayal Köksal
• Becca, M. (2014). The Effects of Peer Pressure within Students. Journal
of Education and Learning, 36-42.
• Cataldi, E. F., & KewallRamani, A. (2009). Friendships of Students and
Teachers. American Educational Research Journal, 23-29.
• Christenson, P. (2007). Psychology of Adolescent. Journal of Child and
Adolescent Psychiatric Nursing, 42-48.
• Engleheart, N. (2009). The Effect of Family Environment on Student.
The Educational Research, 56-62.
48
49. •Fan, W., & Williams, C. (2010). The Effects of Parental Involvement on
Student's Academic Achievement. European Journal of Education, 18-24.
•Hamilton, M. (2012). Characteristics of Effective Teacher. Journal
of European Education, 29-36.
•Hughes, J., & Oyadomari, K. (2007). Teacher-Student Response.
Journal of Educational Research, 56-60.
•Jensen, C. (2013). The Impact of Poverty on Educational Outcomes.
American Educational Research Journal, 28-29.
•Yeo, J. (2015). SchoolBag. Retrieved from When Family Problems Affect
Children in School : https://www.schoolbag.sg/story/when-family-
problems-affect-children-in-school#.VvGDSyQ5l9B
49
50. •Liu, H. (2006). Teacher and the Gender Gaps in Student Achievement.
Cambridge Journal of Education, 28-37.
•Murray, C., & K, G. (2005). The Effects of Teacher-Student
Relationships: Social and Academic Outcomes of Low-Income Middle
and High School Students. Retrieved from Department of Applied
Psychology:
http://steinhardt.nyu.edu/appsych/opus/issues/2013/fall/murray,malmgren
•Nye, B., Konstantopoulos, S., & Hedges, L. (2004). How are Teachers'
Effects? Journal of Education, 25-31.
•Wellman, B., & Haythornthwaite, C. (2008). The Internet in Everyday
Life. US: John Wiley & Sons.
50
51. •O’Connor, E.E., Cappella, E., McCormick, M.P. (2014). Enhancing the
academic development of shy children: A test of the efficacy of
INSIGHTS. School Psychology Review, 43(3), 239-259
•O'Connor et al. (2011); Silver et al., (2015). Teacher- student
relationship. Retrieved from https://my-learning.me/2014/08/05/teacher-
student-relationships/
•Spiegel, C. (2012). Springer Link. Retrieved from Teacher
Expectation and Labeling:
http://link.springer.com/chapter/10.1007%2F978-0-387-73317-
3_43#page-1
•Vohra, R. (2012). The Behaviour of Teacher. Journal of Teacher
Education, 65-69.
51