Student/teacher relationship

1. Who should be responsible, according to university rules, for giving the final grade in student teaching? Although not stated explicitly, the text implies that the collaborating teacher provides the university with a grade recommendation. Unfortunately in this scenario the student might receive a “C”, therefore, would not be eligible to graduate with a teaching certification. 2. To what extent is this situation a generational conflict? A philosophical conflict? A class conflict? In my

1301 5 November 2017 Teacher - Student Relationship Considering that most students spend five to seven hours a day with their teacher for almost ten months, it is safe to say that school is a big part of a student’s day to day life (Urooj). Since students spend most of their time in schools, it is import for them to have a positive relationship with their teachers. A positive teacher - student relationship is a relationship that has emotional support toward the students, and has a positive effect

teaching of teachers is the biggest problem in public schools across the nation. Bad teachers don’t understand the importance and the impact of having a good teacher-student relationship. “Positive teacher-student relationships include the presence of having closeness, warmth and positivity with the students in the classroom” (Gallagher 2013). By having a good teacher-student relationship, it positively impacts the student’s social and academic outcomes. Positive relationships with teachers help students

an English as a Second Language program specifically designed for immigrant students. I remember being pulled out of my normal classroom regularly to work with teachers and other students on activities that were designed to teach me English. The memory that stands out to me the most when thinking of those classes are the teachers who patiently worked with me sounding out words in books or writing sentences. The teachers made me excited about learning even when I was pulled out of my regular class

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

classroom manager. Often, teachers believe that if you are able to “control” or “demand” good behavior; this represents effective classroom management. It was once said that a child doesn’t care how much you know, until they know how much you care. When teachers build rapport with their students; students often present positive behavior. According to Jones, Bailey & Jacob, (2014, p.20) teachers who establish and maintain high-quality, trusting relationships with students can draw on their history

needs, students need positive relationships to be successful in the classroom. It is important for students to feel important and needed in the classroom. Students need to be able to identify and see their purpose needed in the classroom, as well as their purpose as a student. As students identify their purpose in the classroom, they are able to feel supportive in the classroom. This allows for positive bonds to form and for students to become fully engaged in the classroom experience. Teachers have

school day, teachers will have numerous interactions with their students. The type of interaction directly impact students’ social, emotional, and academic success at school (Wilkins, 2014). In the past, research conducted in the elementary sector filled scholarly journals; however, as of late, more research has been applied at the primary, secondary, and collegiate levels. Current research analysis at the intermediate level leaves something to be desired. Relating Educational Relationships to Student

In order to develop strong relationships with my students, colleagues, and parents, I plan to do a variety of little things to yield big results. The relationship that teachers have with students is vital to the classroom environment. In “You’ve Got to Reach Them to Teach Them,” Mary Kim Schrek writes that “the human encounter between teacher and student is often a more powerful teaching tool than the academic content, the grade, the data analysis, and the hours spent picking apart the curriculum”

of students in a school setting. Psychological Climate The quality of the psychological climate at Harding Middle School varies in different ways. The climate that is influenced by the students, exhibits behavioral issues, communication barriers, and positivity among students. Students do present with anxiety and emotional issues in certain situations. The quality of relationships is varied. For most of the students, they respect the authority from their teachers and staff at school. Student and