Keys to Establishing Positive Teacher-Student Relationships
July 2015
Chase Rozeboom
Introduction
One of the most effective ways teachers are able to manage a classroom is through developing positive relationships with students (Emmer & Evertson, 2013). When students feel they are valued and cared for by their teacher, they are much more likely to comply with rules and procedures. A classroom teacher has the great responsibility and privilege to be around students for up to seven hours per day, five days per week for around nine months and during that time, teachers must work to develop positive teacher-student relationships with each student (Boynton & Boynton, 2005). When students are able to experience healthy relationships with their teachers, they grow personally and are self-motivated and achieve academic success (Tassione & Inlay, 2014). There are a number of ways to enrich these relationships and they are all initiated by the teacher. While there are many ways teachers will find to develop teacher-student relationships, only a select number of them will be discussed here.
Literature Review
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Starting on day one is important, but the relationship must be encouraged throughout the school year and in some cases, multiple years. There are a number of ways to help to develop these relationships inside and outside the classroom. Communicating high, achievable academic standards, providing individual, specific, positive feedback, embracing individuality, demonstrating a caring attitude, using appropriate humor, and never giving up on a student are just a few ways to lay the foundation of a positive teacher-student relationship. Students who love school have positive relationships with teachers and feel they belong and matter (Tessione & Inlay, 2014). Teacher-student relationships can determine whether or not a student has success or failure in the classroom (Brailey,
A substantial literature delivers indications that sturdy as well as positive relationships among teachers and pupils are essential to the vigorous growth of each and every learner in primary schools. An optimistic teacher-pupil relationship is a critical aspect for pupils’ knowledge as it permits the learner to acquire in surroundings where they feel greeted as well as at comfort. It is said that the teacher–pupil relationship predominantly in the early year settings is one of the most influential origins within the environment of a primary school. In addition to this it has been noticed that a key aspect influencing pupils’ growth, early school engagement as well as educational motivation, teacher–pupil interactions create the foundation of the social setting in which learning takes place. Consequently, the teacher is required to obligate with the skills to associate with their pupil on a level that they comprehends and agrees. This paper discusses the reason why it is important for the primary school teachers to establish positive teacher/pupil relationship as well as the ways in which this can be achieved is demonstrated.
The poem “Students,” by Tom Wayman and the story, “Crow Lake,” by Mary Lawson presents two teachers who cope with the same difficulties of teaching. Although the teachers are faced with identical circumstances, their resolutions for the problem vary. Wayman, in the poem, and the narrator in the story both fails to make connection with their students, however, Wayman understands his students’ behavior while the narrator refuses to communicate and simply gives up on teaching.
My philosophy of classroom management is based on the individual relationships I form with each student, on the relationships they form with each other, and on the expectations I place on myself in relationship to my capabilities as a teacher. Just as with adults living together in our global world, I believe that as a teacher, it is my responsibility to recognize the individual differences inherent to every child “living together” in the classroom, and to implement an environment of mutual respect and support of social camaraderie with an ambition towards education.
Building relationships as a campus administrator is critical to the success of a campus. Building positive working relationships with teachers, and students is critical to sustaining a community of learners. Students have to know administrator also face failure, deal with fear and are willing to share themselves with others. Campus administrators must feature many relationship strategies for teachers and students through the year to increase the relationship capacity because humans in general ten to do more for people they feel care about them as a
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
One of the most functioning classroom management approaches; is the development of a quality relationship amongst the teacher and the students in the classroom. Teachers who implement a relationship-building approach to classroom management by concentrating on emerging the whole student are more likely to help their students socially appropriate behaviors. Although these strategies, though helpful, they still leave teachers struggling with the most difficult students such as Ms. D's case. When parents send their children off to school each morning, they trust teachers as well as other school officials to care for their children's wellbeing. Teachers must maintain a wide range of responsibilities to students that come from a variety of federal,
I really enjoyed this chapter on relationships between students and teachers because I was able to relate to the idea of a good relationship improving the learning in the classroom. In second grade, I had a teacher who really reached out and made good relationships and I have wanted to be a teacher who can make an impact on students’ learning and lives ever since. I think most would agree, and studies have shown, that good student/teacher relationships are important in the classroom but in this chapter the author went even deeper and discussed the how open a teacher should be. On page 62, the author listed three kinds of relationships that could take place in the classroom. After thinking about the choices, I found myself between the two and the three. I want to be as open as possible with my students but not about anything and everything in life. I think there are appropriate boundaries where it is ok to talk about out-of-school life but that it should be relatable to the students, such as a game that happened over the weekend or an event in the town. I think it is important to be able to have personal conversations with students but I think it is best to focus the conversation on them and be open with relatable stories or comments that will build the relationship.
Increased Proximity: A teacher can reestablish positive behavior simply by being closer to the student, reminding them that they must stay on task and avoid misbehaviors by adhering to the classroom rules.
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)...
Building upon the learning climate within the classroom, it is vital for teachers to take the time to build relationships with their students, to develop a rappel and level of respect whilst getting to know students strengths and weaknesses as well as their interests. By taking the time to get to know students, teachers are able to cater to students likes and dislikes and levels of abilities through adaption of classroom materials and procedures (Campbell, Gilmore & Cuskelly, 2003) thus creating a more enjoyable and successful learning outcome.
Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998; McCormick, Cappella, O’Connor, & McClowry, in press). According to the attachment theory (Ainsworth, 1982; Bowlby, 1969), positive relationships enable learners to feel safe and secure in their learning environments which helps providing scaffolding for social and academic skills. Learners who have positive teacher-student relationships may have the feeling of closeness, warmth and positivity which will increase their learning ability (Hamre & Pianta 2001). Students will use this relationship as a secure base for them to explore the classroom both academically and socially. Positive relationship with an adult may protect against the negative outcomes associated with children who stay in poverty (Gallagher 2014). According to Murray and Malmgren (2005), low-income students who have strong teacher-student relationships have higher academic achievement than peers who do not have a positive relationship with a teacher. Therefore, if a learner is born in a rural area, he/she may still able to have great learning capacity if he/she has a positive relationships with everyone in the
Every teacher has their strong points as well as weak points. Teaching is very hard work and some of them never grow to be anything better than mediocre. They do the bare minimum and very little over and above the call of duty. There are several ways to become a great teacher. Teachers are truly dedicated workers who put a lot of time and schooling into being able to teach for the rest of their lives.
One good quality a teacher should have is, respect for the students. Each person’s ideas and opinions should be valued and not judged. They should be able to express themselves without feeling insecure. Another good quality is, having high expectations for your students. Each student should be encouraged to do their best and achieve goals that they may have never met before. Another good quality is, I believe a teacher should have is good communication skills. They should keep not only the students informed on what is going on in the class, they should definitely keep the parents informed as well. Teachers need to know how to communicate with all their students because some are at different levels than others.
There are many benefits to teachings having a good relationship with the student’s family, guardian, or parents. Teachers should begin the school year with building positive relationships with the student’s families. In the book it mentions that there is ongoing research that indicates the benefits of family involvement in children’s education. Some of these benefits mentioned were children earning higher grades, tend to have better attendance, have higher rates of homework completion, and are more motivated and have positive attitudes towards school. Through the reading it also emphasizes on the increase in family involvement in children’s education will result in a decrease in students participating in substance abuse and violence. Students