The Teacher-Student Relationship
School begins at age five, or for some even before that, and so begins the excruciating routine of waking up at an early hour to be ready to be at a place where you didn’t ask to be, to be taught by an older stranger about something you don’t understand. However, in the life of a human being this routine that goes on for years is essential to our lives, as well as those older strangers who teach about subjects that you don’t understand. Those older strangers have the responsibility to pass on knowledge to their students and the given knowledge, whether taken or not, will determine their future. Is everyone comfortable or willingly to accept the teachings of a total stranger? Of course not, therefore this total stranger has to have an identification to the students, but not necessarily just a name. Teachers must develop a relationship with their students because teacher-student relationships affect a student 's academic excellence.
As a student myself I witness the rebellious outburst of students that will at no end do everything, but be productive in class. What is the root of this refusal towards learning? This resistance to education is a nature acquired from the famous phrase that “school is boring” or “school is hard” and those rebellious students disengage themselves from the class and teacher. When a child transitions into being a student there has to be an engagement to pull them into a pleasure or some sort of ambition for learning
Students who are disinterested in school are huge contributors to the low graduation rate. Boredom causes students to not complete homework which means they are not learning. If schoolwork does not draw the attention of students then they will eventually drop out. They will not have any short or long term goals for their education. Sometimes students prefer working because school is boring. If they see an adult that has some level of success at a job then
As students were forced into their growth of knowledge in elementary school and middle school by continuously being taught basics, in order to prepare them for high school and beyond, they get to gain their freedom and decide whether or not they want to meet their teachers’ marks in high school. Throughout the school year, there comes a time where students have to sign up for classes. By having this choice, students can decide on how they want to challenge themselves in the next school year. During my two and a half years of high school that I have conquered so far, I learned that in a classroom setting there are students who take advanced courses, enjoy the subjects that they chose to take, and try their best to get the best grades that they can receive, in order to prepare them for their future in adulthood. However, there are also students who do not try or realize the importance of the free education given to them because they do not have an interest in the subjects that teachers are teaching them or are just being forced by their students to attend school. Some teachers try their best to bring out the motivation in these students who do not yet see that education is power and freedom, but there are also teachers who ignore these helpless students that are blinded by the present things that affect them like popularity or living with the motto that “you only live once”, because these teachers do not have the inspiration in the
On the first day of school, the first thing that comes to a student’s mind is what teacher they are going to have and if they are a good teacher or not. No student wants a teacher who is extremely difficult and makes the class teach themselves the material instead of teaching it to them completely. A good teacher makes their students reflect on their work and leaves time in class for discussion of thoughts and ideas the students may have about a certain topic or story. On the other hand, a bad teacher doesn’t give their students feedback and leaves them wondering whether they are on the right path with their ideas and thoughts. A bad teacher does not hand his students what they need to learn or know, nor is he ever present when a student needs help. However, some teachers can have both good and bad attributes. In the novel Ishmael by Daniel Quinn, Ishmael the gorilla takes on the role of a teacher after placing an ad in the local newspaper calling forth any citizen with a desire to save the world. Eventually he is approached by the narrator who is interested in the ad, and Ishmael begins teaching him all there is to know about the takers and the leavers culture. Ishmael is not a normal teacher, and teaches the narrator the important lessons through different methods because he thinks people rely too much on the teachers who spend their lives simply passing knowledge on to their students without a second thought. Although Ishmael may come across to some as a bad teacher, he
But, most importantly I love learning and helping others learn in relationship. Jesus equated relational learning with rest; he said, “Come to me, all you who are weary and burdened, and I will give you rest. Take my yoke upon you and learn from me, for I am gentle and humble in heart, and you will find rest for your souls” (Matthew 11:28-29, NIV). Whether explaining scientific facts to my children through everyday tasks or sharing scripture principles with students through my life experiences, learning depends upon relationship. Even within formal learning environments, younger generations bring a growing expectation for relationship with educators; which Espinoza suggests serves to promote the overall learning experience of the students (2012, pp.
The stranger can be either a person or a thing for example, a teacher, a student, a curriculum, or even a new math concept. We must accept these strangers in order to be led out, for us to have the educational experience. The strangers come to us at the beginning of the school year, we are strangers to our students as much as they are strangers to us. We must communicate in order to educate. At the beginning of the year, I spend a few days just getting to know my students, and for each of them to get to know each other. They must feel comfortable with the strangers of the class in order to feel comfortable with the stranger of the content. Huebner states, “When it is no longer strange and alien and when one shares new life form, then one will feel at home with the new content area.” In our parish, the teachers must meet a new stranger every year with the new curriculums that the parish keeps adopting. I feel the parish needs to give us more training, and time to feel comfortable with the new content in order to pass this on to our students. This way they can face the threat of the unknown, and be willing to let us lead them
It is almost impossible to teacher others when one lacks understanding and knowledge of what they are teaching. Looking once again at Finland, teachers are educated and trained up to a master’s degree before instructing in a classroom. All teachers receive 2 to 3 years of high-quality graduate-level preparation completely at state expense (Darling-Hammond, 2011). The view of a teacher is valued to the point of providing individuals desiring to be a teacher with extensive training. This was a requirement to prepare the students of Finland with knowledge that aided in their high ranking in the competitiveness of the global market. Some students feel like Donald Trump when it comes to listening to what teachers have to say. He said, “As an entrepreneur, I choose my teachers carefully, very carefully. I am extremely cautious of the people with whom I spend my time and to whom I listen” (Trump &
Students are going into classrooms without being motivated to learn. Many students don’t have a reason or don’t know of any reason to be motivated. Throughout my years at school I never had a reason to do good in school or even want to do good. I never thought I would need school or even what I wanted to do after school. College hasn’t helped my motivation in the slightest I don’t feel I have many reasons if any to be motivated. Low motivation in school brings me to not care how I do or what I learn. Not knowing what I want to do and “just getting through school” unmotivated students to do well. While having friends that push you to do your work they it’s up to you to make sure your work is done and completed to the best of your effort. Motivation
This type of prompt, I really had no clue on what I could write about with it. Then after finding out more about prompt seven I knew exactly what I wanted to write about, and what I want to tell you about myself.
Each fall, both teachers and students look expectantly toward the new year as a time of excitement and optimism. Will I be able to help my students learn as much as they can as fast as they can? Will the teacher like me? Will my students like me? With or without research or theory, each member of the class community knows the importance of the teacher-student relationship. As an administrator in an elementary school with both the highest gifted percentage in the count and a visually-impaired cluster unit, it is important that I understand the scientific data surrounding forming relationships to support teacher understanding of its impact on their classroom climate and to encourage methods of class community building.
I went to a school with a graduating class of fifty-seven. Every teacher, even ones that did not teach me, knew my name. I was lucky to discover what a teacher-student relationship looked like. Now I find myself as well as well as many others attending a university where one of our classes can be three times the size of our graduating class. With this many students, creating a relationship with a teacher becomes damn near impossible. This connection is vital to make it possible for a student to learn. Not having this relationship is what leads to students disinterest in the course. Zaid Noaman, a junior at Arizona State thinks “its deficiently hurting my learning. I don’t really have a connection with my teachers so if I fall behind or don’t really understand something I’d rather ask a student cause… I guess causes I don’t really feel. I don’t know its hard to want to talk to someone I haven’t bonded with.”
“Without some goals and some efforts to reach it, no man can live” This quote was stated buy the famous philosopher John Dewey, one may believe that this quote has strong meaning behind it, because if we cannot make and set goals for our students to reach them, then what and how would our future look like, for us and or our students? As a teacher we have to understand and take a lot into account, children are the seeds and we have to plant them and make sure they get all their resources to grow. This portfolio is a strong resource to help a teacher, or a future teacher understand some key things, in giving the best for the students. Three strong resources within this paper, are stated as quality indicators, within this portfolio there will be many examples to help understand the indicators. By the end of this paper one will have a better understanding on the three different quality indicators, some resources one can refer to for assistance, and personal experience how to make a stronger connection.
How does having a positive relationship with a teacher affect the student? Students who portray positive attitudes and earn more trust from their teachers as a result would pose this question. When I did my Community Service Learning (CSL) placement at my Elementary/Junior High school for a past education course, one thing I gained out of this experience was establishing relationships with not only teachers (ie. visiting former teachers after school and observing clubs I once attended), but also the students I tutored (namely groups of students from Grades 2 and 9 as well as a second-grade class). Putting this topic in mind, I decided to discuss the research behind the benefit as I reflect through my experiences with the rapport I built through the perspective of these students (and assuming I took the role of a teacher). Research shows that this often leads to higher academic achievement and motivation as well as improved emotional and behavioural strengths and difficulties. (Raufelder, Scerber, & Wood, 2016; Sointu, Savolainen, Lappalainen, & Lambert, 2017; Poulou, 2015) Though I find these effects are true, the research is not entirely representative of my experiences as the experiments were done in different countries.
Teaching is an important part of our lives. Whether we want to or not, we all learn from someone. The great philosophers Socrates, Plato, and Aristotle all learned from one another, due to them being each other's teacher. Teaching has been in human history since the beginning of time. Those who teach have a special skill set to teach others. Education is a wonderful thing and has many positive results, however, there are some negative aspects to teaching. To further understand teaching’s momentous involvement in everyday life and much more, one must take time to go in depth on the skills, history of teaching, and the educational standards that go along with it.
Strolling into the classroom for my first day of practice, I realized I was surrounded by people who seemed to be far more knowledgeable than me. A prime example would be Macy Davis. Sitting at the front of the room, Mr. Kucharik was manning the buzzer system. Frightened because I was a young naïve freshman, I hesitantly sat down as rumor led me to believe that Mr. K despised freshman. The practice was not at all what I expected and was demanding to say the least. Asking us impossible college level questions, Mr. Kucharik seemed to love watching us struggle; furthermore, the man was sadistic as he transitioned from questions such as “What kind of clouds produce thunderstorms?” to questions about novels that I’d never even heard of.
Teachers have been in existence for thousands of years, influencing the lives of countless people. A teacher as “a person who teaches” and teaching as “giving systematic information to a person or about a subject or skill.” Yet, these definitions do not sufficiently explain the true role of a teacher. Clearly, a teacher provides information and imparts knowledge to his or her students. A teacher, however, is more than an instructor; a teacher is a motivator, a counsellor, and an ally.