Reflective Essay: Positive Relationships Between Teachers And Students

The benefits of the teacher student relationship are, if students love their teacher they will want to come to school and participate in any activity you plan for them. If the students know that you are there for them and that you listen to them they will trust you…..(trust) My goal in this relationship is that I establish a trustworthy relationship by having fun and learning about my students and by doing this have a great year with less frustration and stress. Some of the actions I will take to accomplish my goals are, setting up an environment that feels comfortable and trustworthy; Displaying encouraging words around the classroom, Taking the time to get to know the children

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.

Within the classroom it is important to set a rapport with the students by acting professionally and regulating our emotions in a way that will facilitate a positive classroom atmosphere. By setting classroom limits firmly, with respect and consistency, it allows us to accept the inevitable ambiguity and uncertainty that arises from allowing students to figure out the problem on their own. Through empathy and sensitivity towards the students, it will serve to strengthen teacher-student relationships, as well as the classroom climate and management (Pianta, La Paro, Payne, Cox, & Bradley, 2002 as cited in Jennings & Greenberg, 2009).

The research theory that the direction of causation between child and adult behavior is a two-way street can cause the parents to change the behaviors of the child and the child can change the behaviors of the parent. Additionally, research has shown parents of children with disabilities are very adapt at adjusting their interactions with their children to maximize positive development. Research has proven the purpose of early intervention is not to train the parents but to develop the parent-child relationship.

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.

When working with a new group of students, my first goal is always to build personal relationships and trust. Not only do I want to establish positive teacher-student relationships, but I also want to foster positive student-student relationships and open communication within the classroom. I model these positive relationship skills by acting friendly and professionally with staff members, and I support these skills in the classroom by encouraging students to share opinions and personal experiences during small and whole group activities.

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

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

A teacher can create a sense of positive energy within a classroom by exchanging a smile or laughter with each student. Something as simple as a smile or a laugh can create a positive relationship that helps students to become more comfortable in the classroom. As well as creating a positive relationship, this positive energy allows the students to reach the executive brain state and have the capacity to learn. A teacher who utilizes positive energy and humor in the classroom may use puns, silly books, anecdotes, or several other ways to make lessons more fun and relevant to each child.

Teachers can create an emotionally safe classroom environment by providing targeted, positive feedback on successful elements of work in conjunction with suggestions for improvement. Positive classrooms have many ways of acknowledging students’ capabilities (for example, through teacher comments and display of students’work). High expectations of students, combined with support, encouragement, and opportunities for success help affirm students’ accomplishments in noncompetitive ways Linda Darling-Hammond, Suzanne Orcutt, Karen Strobel, Elizabeth Kirsch, Ira Lit, and Daisy Martin; Feelings Count: Emotions and Learning p. 95)-b

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).

The student teacher establishes a routine that students understand and respect. Activities reflect careful thought, take into account student developmental levels, learning styles and diversity, and create situations in which students construct knowledge. The student teacher exhibits respect and consideration toward colleagues, particularly in team situations, supports colleagues' work and contributes an equal share to team efforts, The student teacher encourages and elicits interaction with parents and community and makes herself available to those constituencies when and where appropriate. She clearly demonstrates leadership in the classroom, guiding and directing activities and interaction in ways that contribute to a positive and safe

The development of positive teacher-student relationships is vital as they provide insights into the social standing individuals hold in the classroom (Krause et al., 2010). Furthermore, by making adjustments within the classroom, the teacher has provided safe spaces including the

There are many methods to teaching in education and student-teacher relationships are a very important aspect in learning as well. Paulo Freire introduces us to two methods of education, the first is the banking concept where he explains that students are merely containers to fill with information and education is only for depositing methods into them without the students truly understanding what they are learning. The second method is the problem-posing method where the teachers and students are both equal in the classroom and they teach each other. This concept is aimed at challenging and testing their critical thinking. While David Bartholomae explores the concept of teachers turning students into reader-based

Considering that most students spend five to seven hours a day with their teacher for almost ten months, it is safe to say that school is a big part of a student’s day to day life (Urooj). Since students spend most of their time in schools, it is import for them to have a positive relationship with their teachers. A positive teacher - student relationship is a relationship that has emotional support toward the students, and has a positive effect on the student’s outcomes (“Teacher-Student Relationship”). Teachers are the ones that spend the most time with students so it is very important that they influence their students in a positive way.