Relationships Matter

It is important to foster a learning environment in which students feel safe, relaxed, secure, confident and valued (Gravells A 2012 pg25) especially for learners who may have had negative experiences in traditional classroom environments. Students often describe supportive learning environments as expanding their sense of family and enhancing their self-esteem, which, when combined with increased literacy skills, help students take more chances in pursuing their goals.

But it's not just family that matters, teachers also play a big role. “When children and adolescents know that their teachers care about them and are trying their best to relate to the realities of their lives, they become far more inclined to trust and actively engage in learning.” This quote demonstrates that when students feel like their teachers care about them and understand their lives, they're more likely to be engaged in learning. It shows that supportive relationships, whether at home, school, or in the community, are important for students to grow. ( William Parrett

School is a crucial part of a person’s life due to the amount of knowledge and successability a person might gain in their future. School can also be a place where students can interact with their fellow friends, but for others it can be a traumatizing place due to the amount of stress and also responsibility they might carry . This can be because of the stress teachers may put on the students. This can lead to students not giving their full effort on school, which will cause them to be mediocre students, and they wouldn’t be able to show their teacher the true potential they carry within themselves. These types of students are the one’s who are typically the students that aren’t successful in school. They just don’t

Students are often told that the path to success tends to be a lonely one because only they can get themselves there. For the most part that is true, they must be self-motivated and passionate about their future, but along the way they get to meet special people that want to see them to accomplish their goals. From an early age the relationship built between students and teachers has molded and impacted the student’s life. The relationship they have with a teacher can define the attitude that student has with the subject being taught. A lot of emphasis is put on students when they fail a course and they question their effort. Although, the root of the problem is not always the student, but the method the instructor is using to teach the student.

Between the 275,000 United State’s (U.S.) students in 2006 to 2009 who completed the High School Survey of Student Engagement (HSSSE), 65% reported that they were bored in school at least once a day and only 36% of the students reported that they went to school each day because they enjoyed it (Cooper, 2014). Many educators and researchers agree that students’ disengagement from schooling is one of the most immediate and tenacious problems which is conflicting because they have also identified positive correlations between school engagement and

The author of this article feels that most high schools across the nation are losing focus on the importance of students’ time in high school. The article takes us through the average day for a high school student, which most people can relate to. It then makes the point of how very crammed the average day for a young adolescent is with a severe lack of down time and the slew of negative consequences because of this. This rushed school day, in combination with the average number of students per class which is twenty or so, causes students and staff members to miss the opportunity to connect with one another. Therefore, teachers do not get a chance to really get to know each pupil and allows for students to fly under the radar as they coast

In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Student engagement is not one variable but six and may be discussed in schools as intellectual engagement, emotional engagement, behavioral engagement, physical engagement, social engagement, and cultural engagement ( Hidden Curriculum). To get students engaged intellectually teachers should create lessons, assignments, and projects that appeal to students interests or simulate curiosity ( Hidden Curriculum). Providing students with academic choices in the classroom is another

By way of contrast, a more inclusive model of engagement was postulated by Appleton (2006) and Christenson et al. (2008) recently. In this model, engagement is an umbrella term for students’ academic, behavioral, cognitive, and psychological engagement respectively. The behaviors, unlike the two previous models, include academic (e.g., time on task, credits earned, and homework completion)2 and behavioral (e.g., attendance, class participation, and extracurricular participation)2 dimensions. This four- components model, which we will adopt in this study, is particularly distinct from the two former ones since it gives priority to the cognitive and psychological aspects of engagement. Appleton, Christenson et al. (2006) believe that these

Relationships are a key to a successful business, and Victor Lipman, an author who contributes to Forbes.com, wrote an article describing the importance of communication and relationships. Lipman wrote his article titled “Management Tip: Relationships Matter (Why Wouldn't They?)” on April 12 of this year, so it is clear that some companies still do not understand the concept of relationships in their business. This article gives some good information and tips on relationships in businesses and Lipman talks about his experience with good and bad communication skills, which lead to a positive or poor relationship. Victor’s article has connections to several topics we have discussed in class, which include a manager’s role, leadership, and motivation.

When an elementary student and a high school student are inquired about school, you get two unquestionably contrasting responses. The bright, hopeful eyes of the young elementary student answers with a voice dripping with excitement, with the breath of the daily snack time chocolate milk spreading as they yell about the new knowledge they are gaining. On the other hand, the high school student counters with a monotone muttering. The words sports, stress, and sleeplessness are whispered, along with a shake of the head. As students go through school, starting as a youthful child to an experienced teenager, their views of school are very contrasting. Their thoughts of people, the future, and their want to learn completely shift.

T.V. shows, movies, books, and music intended for adolescents often are about romance and relationships. However, the portrayal of said relationships are commonly misleading and misrepresented. With the heavy influence of everyday media, it can be challenging to define what a healthy relationship is and what it looks like.

The purposes of this proposed mixed method study are to (a) determine if a high school student’s connectedness is associated with their academic achievement and (b) explore how this connectedness is related to parent and teacher attachment in a suburban school district in the Lebanon Valley of Pennsylvania. The distinct goal of the research is to determine measure the impact of student connectedness on academic achievement; in addition, the research will look to find determining factors of school connectedness including parent and teacher attachment. Bryan et al. (2012) investigated the relationship between twelfth grade mathematics achievement and school bonding and discovered that school bonding was directly related to academic achievement.

Relationships are an important part of human existence. To survive, we must build these connections. They consume every facet of our lives. We encounter many different relationships in our lifetime. We are a sibling, friend, parent, child, co-worker, spouse, lover and many more. It is a part of who we are and how we relate to the world around us. It is how we develop and nurture these relationships that make the difference in our lives. Relationships are complicated, but can be rewarding when all parties are seeking the same goal. We learn to balance our interactions and seek to find a way of fitting them into our everyday lives. The best relationships are ones that are built on mutual trust, understanding, and respect for each other. When they don’t work out, we may feel a sense of failure or sadness. They are often hard to let go of, even if they are dysfunctional and unhealthy for us and the people we are surrounded by.

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).

My observations has taught me the importance of engaging students. I am now able to recognize when a student is not engaged. They seem distracted and are not paying attention to what the teacher is saying. Whereas an engaged student is alert, discussing the material, and asking questions