Developing A Strong Teacher Student Relationship

Lucille Ruby [ source 3] states young children need guidance, support, and stability. Ruby says that Donna Snyder prof develope that younger students can bond with their teacher by staying in one class all day. Given this point students who do not bond with their teacher will not succeed as well or feel safe in their environment.

The Essential Conversation: what parents and teachers can learn from each other, written by Sara Lawrence-Lightfoot, focuses in on the “essential” discussion that occurs between parents and teachers when it comes to a child’s education and life while looking further into the hidden meanings behind this exchange. Lawrence-Lightfoot describes how often times the dialogue that occurs between parents and teachers has hidden undertones such as anxiety along with parental ghosts from the past along with several other trajectories that may impact how effectiveness of parent and teacher discussion/collaboration. The theme of Lawrence-Lightfoot’s book can best be summed up in a quote she shared about parent-teacher conferences; “Beneath the polite surface

Forming and maintaining positive relationships within a school setting is of great importance. To have good relationships with pupils, staff and parents is not only beneficial to the school but also to pupil’s achievement.

Family involvement plays a major role when helping students prosper in the school setting. In order for children to be successful, as a teacher, we have to provide support to the parent’s to make an effort in wanting to play apart in that success. Communication plays a major part in the effective relationship between families and school. Giving the parents a sense of idea as to how their child is doing in school is built through the student’s academic needs.

Forming a relationship with those most influential to the child. Regarding the learning and development of the child, parents and the community are direct influences according to the Victorian Early Years Learning and Development Framework [VEYLDF] (2016). Teachers need to form and strengthen these relationships to form

When communicating with parents one should use a descriptive language style, this can be developed through planning what it is to be discussed during a parent teacher conference. By planning one can eliminate items that may label, develop power struggles, create resentment, and eliminate trust. Parents when entering the school can revert back to the feeling of being back in school, for some school was not a good time therefore his or her attitude may demonstrate that he or she is uncomfortable and not wanting to be present at a school. When communicating with parents or guardians, teachers should refrain from teacher talk, this referring to the use of acronyms teachers tend to use among each

There are many strategies that I could learn to lessen the negative effects of differences or misunderstandings between students and their parents. According to our textbook Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks and Julie Olsen Edwards, you need to have positive relationships with and among families (Derman-Sparks, Edwards, & National Association for the Education of Young Children, 2010, p. 36). The information that I learned from this book will help me develop appropriate strategies that will decrease the volume of misunderstanding that could develop in the classroom.

A focus on relationships. This includes relationships with students, relationships with parents, relationships with other teachers, relationships between students, relationships between content areas, and so on. Building excellent relationships with other individuals, especially students, is vital to being an excellent teacher, no matter the grade level or content area.

Relationships are key important links in most professions, constructing relationships in many areas, the teacher may request assistance, offer advice and recommendations to colleagues, learners and other persons to ensure those involved obtain the appropriate information and performance to give the best opportunities

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

The symbiotic relationship between teachers and parents is crucial to the educational success of a student. Parents must be involved with their child’s education through consistent attendance of IEP meetings and advocate for their child and their needs at school. Teachers can encourage parent involvement through, traveling notebooks home and note home programs which establish an open line of communication between teacher and parent. Parent-teacher conferences are a great way for teachers and parents to be involved in the success of the student's educational experience.

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.

Successful communication is particularly crucial when forming supportive and respectful relationships with our students and their respective parents. During my practical experience I noticed a number of collaborative initiatives that were implemented

When I think about my role as a teacher, one of the most important things I consider is the relationships I build with my students, parents, colleagues, and community members. In the classroom, I need to ensure that I create a safe, loving, and positive learning environment. In order to make all students feel welcome, I get to know their names, the correct pronunciation and spellings, learning their culture and background, and their

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.