The Influence Of Interaction On Students ' Social, Emotional, And Academic Success At School

Frymier, A. B., & Houser, M. L. (2000). The teacher student relationship as an interpersonal

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

I used to say a teacher that students remember positively and fondly. “Yeah, remember Ms. Mohamed, she was so nice.” But it always ended at that. All the classes before CI 4121 talked about classroom management and surface level the danger of colorblindness. And I took at that. But this class made me question, how and why would students like me? Would they like me because I gave them treats and parties? Would they think I was nice because I was sympathetic? I know for sure that I don’t want to be like Mustaf’s teacher, the culturally insensitive one. I want to be a teacher, whose students can learn from, and I can learn from them. Teaching has turned into a two-way street. In my culture, teachers are thought of as a second parent, but I’ve seen some teachers call their students friends. But I think there is a balance between formal and informal. I want my students to be able to come to me if they have a problem, a solution, something interesting or devastating to share. I want them to know I have their best interest at

Teaching is a highly stressful occupation, particularly in a middle school environment. Middle school is a difficult level to teach. For students it is a time of adolescents and many changes occur developmentally and socially. The stress level of teachers affects their effectiveness in instruction, teacher student interaction, and classroom management. The articles that will be discussed in this research paper will examine the effects of the key issues of teacher stress on middle school student’s behavior and performance in the classroom. “If the teacher is stressed, their behavior will be different with students, and they will perform differently with students.”(“Job stress in teachers,” 2011).

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

A student’s transition into elementary school marks a unique gateway into formal schooling that is encumbered with new demands and susceptible to new influences. Within the past few decades, researchers have used students’ school transitions as a context to examine the influence of student-teacher relationships (e.g., Birch & Ladd, 1997; Ewing & Taylor, 2009; Pianta & Stuhlman, 2004). The quality of these dyadic relationships is an important platform through which teachers instruct students and students acquire multifaceted knowledge from their teachers (Pianta, 1999). Researchers suggest that certain aspects of student-teacher relationships support and regulate students’ development, particularly during the early years (Pianta, 1999). Although these aspects include teachers’ instruction (e.g., explicit, systematic, etc.), they also include features of the classroom environment, such as teachers’ sensitivity and warmth, responsiveness, and verbal engagement (Downer, Sabol, & Hamre, 2010). When combinations of high quality and supportive instruction are embedded within students’ learning, students are able to interact constructively with their teachers and peers (Gallagher, Kainz, Vernon-Feagans, & White, 2013). More importantly, aspects of instructional and classroom environment encourage students to capitalize on available learning opportunities and to adjust to the expectations of formal schooling (Howes, Phillipsen, & Peisner-Feinberg, 2000). Components of

This article discusses the significantly at-risk students for behavioral impediments including depressive, anxious, overactive, impulsive, and aggressive behavior. The article outlines positive interest associated with school when students experience feelings of relatedness or closeness to teachers. These relationships of closeness are characterized by a lack of negativity and a high-degree of trust. This piece narrows on children of internalizing and externalizing behavioral problems. And while little is

Teachers have a very important role in the life of students. They teach you not only academic material, they also teach you important life lessons. That’s why it’s very critical to have an effective, positive, and healthy relationship with them. This can be your deciding factor in determining whether someone is a good teacher or bad teacher. Teachers learn from you, as much as you learn from them. So having that teacher-student relationship is beneficial. Take the film “The Class”, as example of how that relationship should and shouldn’t look like. From watching this film you will see both sides of the spectrum. Mr. Marin, might not be a perfect teacher, but he still shows you attributes of how a good teacher should act. The teacher-student relationship they should create, and the overall relationship they should have with their students.

Teachers need to consciously address the social and emotional needs of children in creating a classroom environment that is productive and positive (

Students with behavioral problems may challenge a teacher’s ability to keep calm. Students who have a difficult time connecting to teachers likely experience difficulty cultivating positive peer relationships. When a teacher reacts negatively toward a student other students may perceive rejection of this student as normal. Positive teacher-student relationships are imperative for

Longobardi et al. (2015) conducted a longitudinal study using self-reported questionnaires. An increase in closeness with teachers was found in 9th grade when compared with 8th grade. This resulted in good academic performance in the students’ which connotes that a good teacher- child relationship has a positive impact on the academic performance of the students’. The study concluded that a good teacher-student relationship plays a very important role in the academics and the behavior of students.

Researchers have been discussing the link between social interactions among peers in school and academic outcomes for over 40 years (Coleman, 1961). Children are categorized by the people they associate with. Understanding the way social interactions affect academic achievement is important. Major issue in the literature on peer pressure quality special mention are: cultural patterns penalizing academic achievement and changes in the effect of peers over time.

The teacher- students’ interactions and the roles of social sources toward the development of students’ learning.

In the present study, teaching is analysed and described in terms of the teacher-student relationship (teacher interpersonal behaviour), with a framework that originates from both clinical psychology and communication (e.g. Leary, 1957). This model – the Model for Interpersonal Teacher Behaviour (Wubbels, Créton, & Hooymayers, 1985; Wubbels & levy, 1993) – as well as the instrument that operationalizes it (the Questionnaire on Teacher Interaction or QTI; Wubbels et al., 1985) studies teacher-student interpersonal behaviour in terms of two, independent dimensions called Influence (teacher dominance versus submissiveness) and Proximity (teacher cooperation versus opposition). These two dimensions structure every teacher behaviour and can be used to subdivide interpersonal behaviour in eight sectors: Leadership, Helpful/Friendly behaviour, Understanding behaviour, Student Freedom, Uncertain behaviour, Dissatisfied behaviour, Admonishing behaviour and Strictness. These eight sectors and their two underlying dimensions can be displayed in a circle (see Figure 1). The model and similar

The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. 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 at either end. 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 student will