The Effects of Teachers Behavior on Student Performance

The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher .We ask ourselves what is considered a good teacher? All of us have gone through schooling, and if fortunate had a favorite teacher. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a

Within the four books we found that between the interactions of three different teachers Junie B. was exposed to PEP styes of teaching, authoritative styles of teaching, authoritarian styles of teaching, and permissive styles of teaching.

In this assignment I will explore my role, responsibilities and boundaries as a teacher within the teacher training cycle and will analyse the different ways in which I would establish ground rules with students which may promote good behaviour and respect for other students who are participating within the same learning environment (Gravells, 2010).

The standard way of thinking about motivation has it that the only way to get people to be driven is to reward them extrinsically. In other words, the way we generally try to motivate people is by dangling a carrot in front of their face, or pushing them with a poke to the ribs with stick. Many people assume that if you want someone to do something, you incentivize them with external compensation. For example, if you want a student to work harder in class, offer them extra credits. If you want your basketball team to be better, make them run more suicides as punishment. However, in this book, Drive: ’’The Surprising Truth About What Motivates Us’’ by Daniel Pink challenges this conventional, preconceived notion of motivation of carrot and stick mentality. Pink divided motivation into three categories that evolved over time: motivation 1.0, 2.0 and 3.0.

At school the teacher is an authority figure meaning that the children can be influenced by the teacher greatly, simply because of the power they have in that particular role (teacher’s give orders, students are expected to follow). However, the teacher being an individual themselves

In Ganah’s article (2012), motivation is stated as “essential for successful learning as less able students who are highly motivated can achieve greater success than more intelligent students who are not well motivated” (p. 251). I believe this author described motivation dead on. For my students in their Special Olympic competition, motivation was key. We as their coaches along with their fellow athletes stood at the finish line whether it was on the track or at the end of the pool, we stood cheering for them and they would run faster, swim harder, or work harder to finish. Just like motivation is key for the athletes I worked with, it is also key in the classroom. In the short essay, Motivating Factors in Child Learning (1937), the author gives us many factors that can influence a student’s motivation. Although this article was written many many years ago I can see the relevance in some of the methods. In the article I read about how a student’s emotions can effect how they learn (Mast, p.3). This was found true in my students. My students would have off days just like myself and any other human being. We modified their classwork on their bad days so that they could still accomplish some task but they were able to do it in their time. Helping my students was my ultimate goal and so modifying their classwork so they still complete some work only helped

4 and Fig. 5 show the drop in total* motivation and types of motivation across marks achieved in the mid-year exams respectively. Fig. 4 shows a strong correlation to a linear regression line with an R2 value of 0.998. This would suggest that motivation has some impact on the process of learning. Fig. 5 shows the same as Fig. 4 except it is divided into both intrinsic and extrinsic motivation. Intrinsic motivation fits a linear regression model to a higher degree than extrinsic motivation, 0.92 to 0.82 respectively. This would suggest that there is more of a correlation between intrinsic motivation and academic learning than extrinsic motivation, however both appear to have some influence on the process of learning. This would suggest that intrinsic motivation has a larger impact on learning than being rewarded extrinsically through means of reinforcement and punishment. However there still appears to be an impact of extrinsic methods of motivation. This suggests that academic learning would be more effective when the person is intrinsically motivated in the learning

The first study I am using focuses on teachers’ motivation and how it has come to be very important

How might teachers influence pupil learning and success? Consider some of the key features of high-quality teaching and how teachers might promote children’s success in the primary classroom?

Eggleton, P. J. (n. d.) Motivation: A key to effective teaching 3(2). Retrieved August 14,

Gewertz, Catherine. Education Week 24.14 (2004): n. pag. Education Research Complete. Web. 20 Oct. 2013.

teacher. Even young children can be taught skills by giving them choices to create the intrinsic

Dependent upon the individual teacher, they can be motivated by either extrinsic or intrinsic rewards or benefits (Kinicki, 2012). Maslow’s hierarchy of needs indicates that a teacher may be motivated by the third level on the pyramid, Esteem. The need to be known as a dedicated teacher who can help difficult students reach goals is easy to understand. In Alderfer’s ERG theory, the Growth theory is easiest to understand by nominal teachers as they would want to be seen as one who tries hard and is able to reach goals set by the district. Lastly, in reading McCLelland’s theory; teachers are likely motivated to gain achievement in awards or recognition for reaching attendance or test scores of their

Next, we will discuss the teacher subculture of a school environment. Teachers are an important “subculture since they make the most contact with students” (Ballentine & Hammack, 2012, p. 216). The culture that is set by the teacher impacts the learning process by either helping students thrive or be unsuccessful. Also, the subculture that includes teachers can be further broken down into grade levels, content areas, or length of service. For instance, an inexperienced teacher will not immediately be included in the subculture of seasoned teachers. It will take time for him/her to be accepted into that subculture. A new teacher who tries to be too friendly to students may receive sanctions from

Elementary education is a field that is abundant with female teachers. The disparity between the number of male teachers and the number of female teachers is actually increasing and is arguably as disparate as nearly any field of employment in the American workforce. While this does not automatically, nor necessarily, mean that having more men in the field will increase academic and behavioral performance of boys, it is most certainly worth a look. This research study is of the view that having more males in the teaching workforce does increase some students’ performance. This is not because males are better teachers than females. It is seemingly, in part, because there are more and more boys who are raised by single mothers than ever before and many are missing strong and caring male role models. It was also found that boys who struggle in school sometimes connect better with teachers that share the same gender, interests, customs, and more. The purpose of