Effective And Ineffective Teacher Student Relationships

807 WordsOct 25, 20154 Pages
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
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