The Relationship Between Student and Teacher

The relationship between student and teacher refers to an ancient and deeply respected bond. Children spend the daylight hours engrossed in education lasting typically 9 months of the year. As members of a collegiate institution, we experience every aspect of the student-teacher relationship (STR). We understand the difference between a professor that captivates us, leaving the ticking clock behind and instead drawing us in until we stare into the subject matter with intense passion and one whose lifeless lectures cause our eyelids to fall. An STR with qualities of effective communication, unique teaching styles, respect and passion will establish a worthwhile relationship.

For the sake of clarification, it is necessary to examine the syllogism proving the grounds for STRs. First, it is agreed upon that happiness is inherently good. Further, the STR refers to a relationship of persons subject to mutual benefit. According to Princeton Wordnet, “benefit,” indicates something that promotes well-being. Based on the translation of the Aristotelian convention Eudemonia—commonly translated literally as “eu” meaning “well” and “daimon” meaning “divinity” or “spirit.”—it derives then that those relationships that promote “well-being” or what we will call happiness are intrinsically good. Consequently, relationships that produce happiness are of value.

Jean Baker explains why interpersonal relations promote the “well-being” of the classroom. In her article, "Teacher-Student Interaction in Urban at-risk Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School," published in The Elementary School Journal she examines the interaction between student and teacher in poor urban environments. The research f...

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...n the case of the asymmetric contribution supported by the traditional style of teaching respect flows only in one direction. By delimiting the subject and allowing for the equal opportunity for exchange, respect becomes omnidirectional. The impact is a more behaviorally favorable classroom, and a passion for subject matter, as students can pursue their own goals in their education.

Works Cited

Baker, Jean A. "Teacher-Student Interaction in Urban at-risk Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School." The Elementary School Journal 100.1 (1999): 57-70. JSTOR. University of Chicago Press. Web. 24 Feb. 2010.

Dewey, John. "The Way Out of Educational Confusion." Lecture. The Inglis Lecture. Westport, CT: Greenwood, 1970. 1-41. Print

Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1993. 25-68. Print.