Evaluation Of A Teacher Student Relationship

So if we place our students in an environment that supports their efforts to learn we can conclude that our students will learn and actualize their potential. Studies in the health field have shown that when a person is in a socially supportive environment they are known to use positive methods to overcome undesirable situations. So, we can conclude that if a student is in a socially supportive environment and have a good teacher-student relationship then they too will use positive methods for succeeding in the classroom. It is believed by Abraham Maslow that everyone comes to a point of self-actualization, meaning that there is a need to develop all of one’s potential talents and capabilities (Snowman, J. (2015). But this can only be achieved in an environment where one can develop all of the lower “Hierarchy of Needs,” such as safety, belongingness and love, and esteem. Without the lower tiers being developed, one can not come to self-actualization. Only in a supportive classroom can this be

For students to thrive in the classroom, I must ensure that they have a positive space they can come to and feel comfortable. If students don’t feel safe in their classroom then learning will not happen. I must build a caring and supportive space for children so they can succeed and feel loved. This will help develop a sense of belonging to a school. I have to remember that it is not my classroom, it is the students! It is imperative that the students, parents, and coworkers in my school feel they can come to me for anything, especially as one of their

Apart from encouraging student participation another way to hold teachers and students accountable is developing a positive atmosphere to teachers and students. Carol Allred wrote an article on Seven Strategies for Building Positive Classrooms; one of the strategies that Allred list is to teach positive actions. Allred said”  We need to teach students positive behaviors in a thorough, consistent systematic way; we cannot assume that students know them” (Allred, 2008). Allred went on to talk about the concepts like showing students in the classroom what positive actions look like in the classroom. When teachers set standards for students is a way to create a positive learning

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

To create a positive learning environment wherein students can be motivated to achieve the desired results

In Unit B of The First Days of School, Wong discusses how to increase positive student behavior. In this unit, the author informs us about the five significant concepts that enhance positive expectations. These five significant concepts include, name, please, thank you, smile, and love. In order to have a good teacher-student relationship, teachers will have to practice these concepts.

5. Learn to as a leader, encouraging students to learn, do not give them a negative impact.

In order for students to be able to do their best, they need to be happy, healthy, and surrounded in a positive environment that benefits them. From both research and personal experiences and

26-28). For a successful classroom it lists three features that the writers characterize as such. First is to promote self-discipline, second is to begin with academic learning time, and lastly is to promote academic achievement (2005, p. 26). In the classrooms where those three features happen Cope, Stahan, Hundley, & Faircloth show that not only did that student get better in subjects and testing, but also helped that student grow as a

With this students gain a strong sense of purpose and motivation to improve on their learning skills

One of the most effective ways to encourage belongingness in the classroom is asking the students at the beginning of the year their opinion on how they feel the classroom should flow. One reason why I believe this is an effective way to promoting belongingness in the classroom is because it gives the students a voice. For example last semester I had professor ask on the first day of class how we would like lectures to be ran. He gave us the choice of taking notes the whole class period, some notes with small group discussions, or large groups discussions. Not only did we feel as if we had a voice and a say so in things it also was a good way to start a positive relationship with him a professors. Positive relationships really can make a classroom run smoothly with both the peers and the teachers. One way to promote positive relationships amongst peer in the classroom is allowing students to work together on assignments. Students are getting to know each other more and students can learn to value one another’s opinion.

Developing positive relationships and building class cohesiveness are essential to aid the learning of students. By attending to these aspects it will ensure that you create a rich and emotionally safe climate so that learning can occur.

In case study #2 is a detailed account of a situation when a paraeducator has been working in the school for 25 years and a new teacher is assigned to the classroom (Pickett and Gerlach, 2003). Case study #2 is a situation many of my colleagues and I have struggled with a one point or another. In this essay I will review the following topics; the point of view of the paraeducator, how the paraeducator needs to change her behavior, the point of view of the teacher, how the teacher can change behavior, and suggested strategies to implement in this situation.

The first question asked of many teachers is (What can teachers do to foster positive student engagement in the classroom?) This meaning how do teacher’s act and react with the students. In doing this the teacher must develop interactive and relevant lessons and activities while encouraging each student to be active and being supportive in their accomplishments. By realizing that each student sees things differently and understands them in different manners, a teacher must always support them and show them the way of learning with enthusiasm. They need to understand not only the assignments but also that in the future they will have a better understanding of the lessons learned. (Akey, 2006:Garcia-Reid et al.,2005)

52-53). An increase in student academic engagement and participation in school activities reduces disciplinary problems (Irvin, 1997, p. 52). With these added supports in place, teachers have higher student achievement (Arhar, Johnson & Markle, 1989; Cook & Faulkner, 2010; Haverback & Mee, 2013; Wallace, 2007). Therefore, a new teacher working in a supportive environment will have a more positive experience with more likelihood of remaining in the classroom (Maeroff, 1998; Wheeler-Clouse, 1999; Wilson, 2007).