The teacher-student relationship has been linked to academic achievement throughout a student’s elementary and secondary educational years. This relationship is characterized by “having the presence of closeness, warmth, and positivity” (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005). When a teacher displays these characteristics, it enables students to feel safe and secure in their learning environments which in turn empowers the student towards high academic achievement. The following literature review will take ten examples that will show strong support to this hypothesis. Findings In the article: Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school, researchers took 2269 virtual high school students and their teachers, and examined the relationship between the student and teacher. It also looked into if interaction and academic achievement were connected. The program is set up so the student works at his/her own pace. The quality and frequency of interaction had a profound impact on student completion of the course. A huge limitation, to this study, was that the survey was given at the completion of the course for students who e enrolled from February 1, 2008-January 31, 2009. Not all students had completed the course, although the results proved that there is a correlation between interaction and academic success, it did not include all the students enrolled. Effects of Teacher-Student Relationships This article discussed the association between positive Teacher-Student relationships and academic achievement. “Positive teacher-student relationships are classified as having... ... middle of paper ... ...ine L., and Oort, Frans J. The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach. Review of Educational Research December 2011, Vol. 81, No. 4, pp. 493–529 2011 AERA. http://rer.aera.net. Skinner E, Belmont M. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology 1993;85:571–581. Suldo, Shannon M., McMahan, Melanie M., Chappel, Ashley M., and Bateman, Lisa P. Evaluation of the Teacher-Student Relationship Inventory in American High School Students. Journal of Psychoeducational Assessment 2014 32: 3 originally published online 6 May 2013 Wehlage, G., Rutter, R., Smith, F., Lesko, N., & Fernandez, R. (1989). Reducing the risk: Schools as communities of support. New York, NY: Falmer Press. P. 122
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.
The relationship that a teacher creates with their students can affect the environment or atmosphere of the classroom. In an article, by Hamre & Pianta (2001), it states that, “supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships” (p. 49). Most students will work harder for teachers if they build a good connection with the student. Teachers will also look more “human” to a student and remind them that the teacher does care very much about them. The article also states that, “Talking with students about their lives outside of school is one way teachers can show an interest in and appreciation for students” (Hamre & Pianta, 2001, p. 54). Students love talking about their lives outside of school and their interests. It also allows them to show their personalities and lets the student know that their teacher wants to know about
It is every families’ main goal to send their child to a school where the teachers’ are positive and happy to be teaching their children. Every family wants their child to be successful academically and socially. It is our job as teachers to give our all to teaching these kids, keeping them safe, as well as being a positive role model. We are studying the correlation between teachers’ attitudes and student success because we want to find out if the teachers’ attitude effects student success in the classroom. The responsive classroom approach is an approach to incorporate not only academic learning in the classroom but also social learning as well (source). Teacher attitude is important in the responsive classroom approach because if a teacher
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.
Research indicates that one of the most important factors in ensuring a students’ success in school is their teacher. Questions such as “how well does he or she relay information to their students?” and “what type of relationship do they have with their students?” are
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 known about internalizing problem and educational development studies have shown a correlation between those expressing internalizing problems and a detachment form teacher relations. The study expanded the knowledge of these behavioral issues by scrutinizing the student-teacher relationship as a predictor of significant behavioral problems. Using a base of four-hundred and twenty-three students comprised of sixty-three percent black students and seventy percent of the test group qualifying for reduced price lunch, the study bears many similarities to DCPS. In addition, the results of the study found that while the effects of the relationship were small, there was a distinct change in those students demonstrating both externalizing and internalizing problems. The relevance to my claim is such, that when given due diligence and attention, the instructor-pupil construct can result in positive change for both student and school. Lastly, the source is reputable as it is contained within a peer-review...
A close student-teacher relationship works in two ways, and in my opinion, not only benefits the students but has the added bonus of benefiting the teacher as well. Teachers who develop a rapport with students will be more likely to be driven to create dynamic lessons that engage a diverse group students than teachers who merely show up and present information in a bland, mundane manner to a monotonous sea of faces. By understanding students, teachers are also able to gauge what type of lessons would be most appropriate and effective. Some classes, for example, may be able to work well cooperatively while another class may need the same mate...
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness,
Motivation affects nearly 75% of K-12 learners in education. It is a problem that effects students' learning ability, causing them to detach from the classroom setting, which later results in failure on standardize tests. Motivation is very essential in education. It implicates the reason of a child's actions and behaviors in a particular way. The theoretical background for this study centers around ways students' interest level arises and fails, and what strategies and activities motivates them when learning. Educational researchers pronounces that students are motivated in education, proving that they learn best when they take lead of the academic curriculum. By taking lead of the academic curriculum give students the opportunity to teach the lesson to their peers. Results of this given tactic shows that student engagement arises as their motivational interest on the curriculum increases.
Wallace, T. L., Colditz, J. B., Horner, C. G., & McHugh, R. M. (2013). Bridges and barriers: Adolescent perceptions of Student–Teacher relationships. Urban Education, 48(1), 9-43. doi:10.1177/0042085912451585
The behavior of the teacher can be detrimental or beneficial to a child’s motivational process. A study conducted by Patrick, Hisley, and Kempler (2000) from Goucher College proved that teacher enthusiasm does affect student intrinsic motivation. In the analysis, the level of teacher eagerness was manipulated to observe the participant’s motivation and interest after a brief lecture. The changes in the address included tone of voice, hand gestures, and facial expressions. Participants that heard the more energetic l...
Students want an educator they can also ask for help without being scared. Having this strong connection with my students will help the child’s ambition to learn and come to class, which is my goal. Showing my students how much I care about their education will also form a good relationship. I will do this by acknowledging their accomplishments, as well as coming up with solutions when they fail. A student-student relationship is also important to me in order to have a positive environment in my classroom.
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.
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching