The Student-Teacher Relationship: Annotated Bibliography Essay

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

While Reading the book, Lost at School, written by Ross W. Greene, one can appreciate the clear focus and overall direction for teaching different students with maladaptive behaviors. For teachers, those children present the greatest obstacle in education. A student’s mental health problems allude to the challenges in teaching. It’s hard enough to keep a large group of adolescents on task in the first place, let alone when there may be one or more children with maladaptive behaviors in a single class, who have a hard time regulating their focus levels like the typical student. The number of disruptive students has seemingly increased through the years. Now studies show that, “About 10 percent of the school population—9 to 13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder. These children represent the most challenging students in our classrooms today.” (Rappaport and Minahan) To combat those alarming statistics, Ross Greene’s informational book talks about how to improve a child’s behavior, while embracing the patience it takes to effectively communicate with such children.

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

The researcher determines that having stronger teacher-student relationships can lead to greater social-emotional developments because students feel more comfortable to take risks both socially and academically. Small schools have smaller

Urban school districts have the odds stacked against them. Often times the families attending urban schools live in poverty. Poverty creates many social-emotional, mental, physical, economic and educational issues. People regularly blame the students or their families as a reason why students in urban settings are receiving unequal education when compared to their suburban counterparts. What is not considered is “educational outcomes for students of color are much more a function of their unequal access to key educational resources, including skilled teachers and quality curriculum, than they are a function of race” (Darling-Hammond, 2007, p. 320). This shows that although poverty is an important issue to tackle, focusing on better preparing teachers and staff to deal with the special circumstances in urban situations is a higher priority when thinking about

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

One of the main explanations for the achievement gap is that Black students attend schools that are subpar. Fryer and Leviit (2002) found evidence that suggests that differences in the quality of the school students’ attend may be an important reason as to why there continues to be a gap in student test scores. Generally it was thought that because Black students are frequently living in urban areas that they would attend schools that were not as prestigious as their white counterparts. Historically urban schools are under funded, have teachers who are less than qualified and have higher instances of crime, loitering and violence such as bullying. No research could be

In the school setting, teacher’s ratings indicated Clinical Significant concerns for Anxiety, Depression, and Learning Problems. At-Risk concerns were noted for Somatization and Withdrawal. Gianna’s self-report ratings reflect consistencies noted from Gianna’s teacher. Her self-ratings indicated a Low score in the area of attitude to teachers. This means that Gianna believes that her teacher understands and trusts her. However, similar to the teacher scales, Gianna’s self-ratings indicated Clinically Significant scores in the areas of Social Stress, Anxiety, Depression, and Sense of Inadequacy. At-Risk concerns were noted for Attitude to School and Locus of

The problem to be addressed through this is an intervention study such as targeted components that help students (Plath, Croce, Crofts, & Stuart, 2016). A school-based cognitive behavioral intervention therapy program (Bratton, Ceballos, Sheely-Moore, Meany-Walen, Pronchenko, & Jones, 2013). The call for future studies are asking for more advanced ways to implement character education programs related to young children who show disruptive behavior in the classroom (Palmer, 2005). Therefore, researching this problem is beneficial to teachers and parents who are dealing with children that have behavioral

The Journal of School Psychology studied the relations between the student- teacher relationships and how it affected the outcomes for African American students who were at-risk to be referred for special education due to their behaviors (Decker, D. M., Dona, D.P., Christenson, S.L. 2007). Students may think their distracting behaviors are a way to gain the teachers attention and form a relationship. Findings show that students expressed that they wanted to form closer relationships with their teachers. Students already find their relationships to be positive although the teachers did not. As the quality of the student-teacher relationship increased, this shaped a positive social, behavioral, and academic outcome. Student-teacher relationships can be a mentoring resource to help promote support for positive outcomes

Educators must work to understand the disadvantage that urban students have in school which explains the achievement gap. As urban educators , our job is to work to close the gap. This means that educators need to be worry about giving our students opportunities to learn and not their ability to learn . Argued in Young Black and Gifted is that the only factor that has shown to close the achievement gap is excellent teachers as opposed to “students, family, and cultural deficit theories” (143). Urban teachers need to hold their students to high standards and teach them how to be successful in this society. This means building personal relationships with our students and good classroom management. We need to make our students feel capable and

Teachers in these big urban schools don’t invest as much time into their students as small suburban schools do. The class sizes are big and the teachers can’t attend to every students needs so students start to fall behind. Falling too far behind, it begins to be too difficult for them to catch up and meet the academic requirements. As the Baltimore education documentary showed, some of the twelve year old boys still could not read, yet the teacher in the Baltimore school didn’t even know this because of how many students they have. Not only are the class sizes substantial, the working environment is neglected and despaired from previous years. The students destroy the schools throughout the years and because of budget cuts, the students are still being educated in these dilapidated, neglected schools. In suburban communities, people along with community members fund the schools and help out to make the school district excel. In urban cities it is harder to receive the funding because in most cases, the schools are surrounded by poverty. It is also problematic to attract quality teachers into these areas when they don’t have favorable work environments, the students are struggling with poor home conditions, and the pay isn’t adequate due to many budget cuts. Because of budget cuts, the schools have to cut more after-school activities, giving the students more reasons to not value school, misbehave, and not be

School-age children(7-11 Years) have poor school performance. The child finds studying and learning difficult when the child cannot stop worrying about what happened at home the night before or who is going to get hurt that night, or maybe even killed later on. The child will also have behavior problems with peers and adults. Because of the lack of observable

The education habits of students are rooted in them from the earliest days of their educational careers. The different influences on students, whether it be inside educational institutions, or outside is huge. The teacher of a classroom is the first and most pertinent influence in a student's educational career. Teachers provide students with the basic skills they would need to survive not only in the academic world, but also the world beyond. The relationship between teachers and their students is the key element in creating an educational atmosphere that is both pleasant and effective.

Education is the central element in the life of every human being that belongs to a society, since it is through this process that people can live in harmony with their fellow human beings. However, sometimes due to a lack of professional training and information, some students are marginalized by categorizing them as restless or rebellious. Generally, these students confront with behavioral disorders. These children show some particular characteristics that, on many occasions, put their stability into the classroom, that of their classmates and even that of the teacher. The ignorance or lack of