Effective And Ineffective Teacher Student Relationships

In order for teachers at Resthaven Elementary to improve their student’s scores on the SGLSST teachers must first evaluate their own behavior, tolerance and expectations. They must also create a healthy learning environment and motivate their students to do well. One of the most important instructional factors related to student achievement is the teacher’s behavior. The teachers’ behavior and expectations have a direct impact on how their students behave and perform. The teacher-student interaction must be positive. To promote academic achievement in students, teachers must have high expectations, be encouraging, be patient, provide supportive and corrective feedback and frequently assess their student’s

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

Basically, this is for CSBGL, which is Center for the Studies of Boys and Girls lives and this year we are researching student teacher relationships on campus. I am going to ask you a bunch of questions and if you can be as specific as possible.

I think it is very important for the university to find a better way to ensure that student-supervisor relationships. Student-supervisor relationships should be effective, practical, productive, and free of room for possible conflict of interests. The relationships should have more room/options/choices for students make their own decision to engage in opportunities to develop their professional skills and improve academic performance (even if supervisors do not agree with), more room for supervisors to focus on advising students instead of protecting their lines of credit. I believe students should be given the right and room to choose what is good for them and should have the opportunities to learn from not only supervisors but also other

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.

Moreover, in many classrooms, the majority of interactions are teacher-student, which can create a competitive environment as students vie for the teacher’s approval.

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 report is based off of research provided by scholarly individuals in the field of teaching and state standards as well. Some of the main ideas I impose tend to deal more with how teachers behave, how teachers engage students in academic school work, and how parent involvement should be significantly improved. Some of these ideas involve: teacher preparedness, teaching styles, and parental motivation. The research constructed was well thought out and planned through a series of professional peer editors and not only supplies information, but includes visual aids throughout the project to help visualize the topic at hand.

Teacher and student interaction could also help students achieve high academic performance. Lev Vygotsky, a Russian psychologist, talked about a person with higher knowledge having a greater influence on our learning. When people who are older and more knowledgeable guide us through a learning process it is easier for us to grasp a better understanding of those concepts and information. Students can ask teachers questions and teachers can answer those questions in ways that will help the student understand the material they are learning. Teachers can practice a method known as high-quality instruction to ensure that all students are understanding the material being taught. According to the IRIS Center Peabody College in Vanderbilt University, “High-quality instruction refers to the utilization of both research-validated instructional practices and core reading programs. Implementing high-quality instruction allows teachers to rule out inadequate instruction as a reason for poor reading performance” (2). The IRIS Center explains this concept in detail, providing further ways to implement high-quality instruction in the classroom. They discuss two ways to implement it. One way is through a practice called “differentiated instruction.” This is where the teacher uses students’ assessment data and alters instruction to maximize all students’ learning (The IRIS Center 2). This way, every student is able to benefit from what is being taught. It also allows teachers to correct

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

Researchers observed the verbal interactions of students and teachers—labeling the interaction as either behavior management or instruction focused. Data were collected during unannounced visits and consisted of several segments that ranged from 30 to

Many psychological studies, such as Baumrind (1971) which shows the various parenting styles can correlate with various teachers’ classroom styles in the sense that a good model of a parent is an appropriate model for teacher. According to the study, the crucial elements of relationships are the responsiveness and demandingness. Considering these elements teachers can be classified as authoritative, intimate, and indifferent.

I was fortunate to be working with a student willing and eager to learn new skills. She gave her consent to take part in the teaching session, however in keeping with NMC (2008) guidelines I respect the importance to protect her anonymity when disclosing information to a third party. With this in mind I will refer to her throughout the assignment as ‘Ann’. During our initial meeting Ann appeared extremely enthusiastic to learn, and despite having just entering the third year of her training, she seemed knowledgeable in many significant areas of nursing. Ann’s enthusiasm had a direct impact on my desires to become a good mentor. Welsh and Swann (2002) have drawn on the importance of this meeting, arguing that it provides the teacher with a background knowledge of the student’s current level of understanding and allows them to appreciate student’s learning style before planning how and what to teach. If a teaching session is to be entirely facilitative, this meeting can be used to determine specific learning outcomes related to the topic as identified by Neary (2000). A learning outcome, as defined by Neary (2000), is what a student should know, understand and be able to do following a period of learning. Hinchliff (1999) suggests that learning outcomes should be ‘SMART’. This stands for: Specific, Measurable, Achievable, Realistic and Timed. I quite like this style and used it for developing learning objectives for my teaching session.

The essence of this project is grounded in the understanding of the student-teacher relationship. In examining current literature that relates to this focus, there are evident themes that arise from the research. This research project will attempt to interpret the influence gender has on the student-teacher relationship by analyzing teacher-student interactions, classroom participation, and discipline. Some researchers suggest that the way a teacher is perceived during the first encounter with students resembles future classroom interactions as perceived by students. For example, Sadker (1993) examined the teacher-student interactions in relation to teacher and student gender. He found that male and female teachers tend to initiate interactions with male students more than female students. The study brings to light a possible disengagement of the female student body with their teachers, especially the male teacher, not only due to the lack of male teachers in their educational history, but also due to the tendency of the teacher, male and female, to initiate more interactions with male students rather than female students. These interactions can be detrimental to not only the student’s relationships with their male teachers, but also to their educational experience and future relationships with teachers of the male gender.

Sometimes students fight emotional and maybe even physical battles before coming to school and I believe there is a way every teacher can be a beacon of light for students. Through relationships with the students, teachers can compel them to move past what they are dealing with and focus in class. It is through relationships that the classroom atmosphere is established. If the