Building Positive Student Teacher Relationships

required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher's management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows:  Classroom atmosphere has a significant influence on pupil performance.  Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important.  The psychosocial and academic aspects of teaching are interrelated. 2

Not only does this article confront the dilemma of classroom management, it incorporates many other challenges teachers experience. The Marzanos’ rubric focuses on specific behaviors that are crucial to creating positive student-teacher relationships. It is also clear that modality, diversity, and student life, three qualities that are unique to each student, were all taken into consideration, making this journal a flawless guideline to successful classroom management.

Teachers are less likely to have behavior problems when they build classroom communities because the students will have developed respect for their teacher and peers, therefore, limiting the likelihood a student causing disruptions that would distract or impact their peers in a negative manner. Students respect teachers who are, straightforward, honest, fair, and maintains control without being rude. It does not take long for students to become excited about learning. Students are eager to learn once they become members of a classroom community that offers encouragement, support, values learning and has successfully built and implemented strong community of learners. They are eager to keep their position within the classroom community, therefore, they will take the necessary steps to ensure they remain apart of the group. Social-contextual factors and personal issues are two of the most crucial components that affect student learning. Learning is a social process that needs both cultural and social factors addressed during the instructional process. This social aspect of learning also drives the determination to learn. Building classroom community can be used to

Classroom management is the key to a successful school year for both the teacher and the students. I have read about various methods, techniques, and disciplines useful in establishing a solid foundation for student cooperation and participation. I wholeheartedly understand that I cannot control another person’s thoughts, feelings, and/or actions. However, I do believe I am capable of establishing a healthy rapport with administration, co-workers, parents, and students that will allow me to obtain my desired goals for student achievement. I believe successful classroom management is developed based on the proper mixture of being prepared,

In this assignment I will indicate some concrete ways that show I meet these high standards. Looking at the Standard 1. NAEYC accreditation criteria for Relationships. There are six areas I will be looking at each one.

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.

In creating positive peer relationships in the classroom, there are several things teachers, administrators, and school staff can do. We want to create safe environments for our student where they feel comfortable being themselves, regardless of their race, religion, gender, or sexual orientation. There are ways to prevent and end negative interactions with peers, such as bullying. Today, I want to briefly discuss some of these options, ones I feel can make a difference. These will include classroom and school-wide programs.

As a teacher, providing a safe, comfortable classroom environment while being proactive in keeping good behavior in the classroom is very important. Doing these two things maximize opportunities for student learning.

The biggest challenge teachers face at the high school level is having a controllable classroom and a healthy learning environment. So today I will be looking at the best techniques and ways teachers use to create a healthy learning environment and controllable classroom for students to learn in and succeed in getting good grades. These techniques to better the classroom and the student’s education involve becoming more personable with students and conforming to their needs to help them with what they struggle with. This can work very well if you can do this but a big problem with this is that some teachers have multiple classes and multiple students a day and these students all have different needs that help them with learning so it is hard for teachers to try and conform to every student’s needs. So that is why managing a classroom and helping students can be a big problem for teachers across the nation.

An effective classroom management plan creates an inviting environment in which all students have the opportunity to engage in a learning experience which includes both socially acceptable behavior and content core material. The strategies within the proposal allows the teacher to reach the personal, psychological, and learning needs of the student while encouraging positive, productive behavior in order to reach students’ personal goals (Jones & Jones, 2013, p. 1). One’s philosophy of classroom management becomes individualized because of the personal experiences and perspective which each instructor brings into the classroom setting. Therefore, the components which encapsulate one’s philosophy of classroom management includes an understanding of why students misbehave, what makes a classroom plan affective, keys to student engagement, and how one’s personal experiences shape one’s interpretation of the theory of classroom management.

The collegial relationships which occur among teachers at a school are extremely important in defining the learning atmosphere, character and ethos that exists at an educational institution. Leadership plays a key role in the development of a positive and productive environment but it takes a commitment by all staff members to make this occur, grow and flourish.

“Without some goals and some efforts to reach it, no man can live” This quote was stated buy the famous philosopher John Dewey, one may believe that this quote has strong meaning behind it, because if we cannot make and set goals for our students to reach them, then what and how would our future look like, for us and or our students? As a teacher we have to understand and take a lot into account, children are the seeds and we have to plant them and make sure they get all their resources to grow. This portfolio is a strong resource to help a teacher, or a future teacher understand some key things, in giving the best for the students. Three strong resources within this paper, are stated as quality indicators, within this portfolio there will be many examples to help understand the indicators. By the end of this paper one will have a better understanding on the three different quality indicators, some resources one can refer to for assistance, and personal experience how to make a stronger connection.

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

“The academic objectives of schools cannot be met un¬less teachers provide students with a socially and emotion¬ally healthy classroom environment” (as cited in Brackett, Reyes, Rivers, Elbertson, & Salovey, 2011, p. 27). Making classrooms safe, healthy, and conducive to learning are of the utmost importance. One way for teachers to obtain these objectives is by creating positive student-teacher relationships. In the article, “How to Win Friends and Influence Students,” Biga and Spott apply methodologies from the book, How to Win Friends and Influence People, and transform them to fit a classroom setting. Biga and Spott believe that making students feel important is a proactive task to which teachers must adhere. Three techniques that the

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.