the relationship between students and teachers

Reilly Fitzmorris, Sarina Russo, Shelbie Coristine, Gabby Rivolta, Patricia Beninato

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Coristine, S., Russo, S., Fitzmorris, R., Beninato, Phường., & Rivolta, G. (2022, April 1). The importance of student-teacher relationships. Classroom Practice in 2022. Retrieved [date], from https://dichvuseotop.edu.vn/educ5202/chapter/the-importance-of-student-teacher-relationships/

What Is A Student-Teacher Relationship?

A student-teacher relationship in the classroom is a positive relationship between the teacher and the student in efforts to tướng gain trust and respect from each other. This relationship may consist of getting to tướng know your students better, providing choice and encouraging the students to tướng become stronger learners everyday. By doing this teachers are showing respect to tướng their students, valuing their individuality and being polite. Having a positive relationship with your students helps them become more successful in the classroom as well as makes your classroom a safe and welcoming environment for all.

Ways To Build A Student-Teacher Relationship

There are many tips and tricks that can be used to tướng build a strong student teacher relationship. One way that a strong student teacher relationship can be created is by making it apparent that the teacher cares about the students (“6 Ways to tướng Build Strong Teacher-Student Relationships with SEL”, 2022). This can be done by talking with your students, such as asking about their day. Another way could be by listening to tướng your students, this can be done by hearing their opinions, taking into tài khoản their interests, and by learning each student’s unique learning styles (“6 Ways to tướng Build Strong Teacher-Student Relationships with SEL”, 2022). As well you can develop mutual trust with your students, such as providing them with choices and always having their best interest in mind (“6 Ways to tướng Build Strong Teacher-Student Relationships with SEL”, 2022). In addition, you always have to tướng be respectful and fair with each and everyone of your students (“6 Ways to tướng Build Strong Teacher-Student Relationships with SEL”, 2022). You can ensure this by not picking favorites and having the same corrected behavior for each student. Furthermore, you can get to tướng know your students and their families. This can be done by paying attention to tướng your students during class and offering them opportunities to tướng talk or share what they want about their families. Lastly, by giving your students positive words of encouragement and constructive criticism (“6 Ways to tướng Build Strong Teacher-Student Relationships with SEL”, 2022). This is important due to tướng the fact that it creates trust with your students, as they know they can rely on you to tướng be honest. Of course, there are many other alternative ways to tướng build a positive student teacher relationship, but these are some great examples of how to tướng start.

Advantages of a Student-Teacher Relationship

Student- teacher relationships have displayed many advantages in the classroom. To start, students who share a positive relationship with their teacher develop stronger social-emotional skills. In addition, these students are more likely to tướng absorb an increased amount of academic knowledge (Positive teacher-student relationships have cascading benefits, 2021). The result of a strong student-teacher relationship is that it allows students to tướng feel confident through exploration and taking risks in their academic tasks. In short, students who have a positive student-teacher relationship demonstrate a stronger performance in the classroom (Positive teacher-student relationships have cascading benefits, 2021). However, one of the most important impacts of a positive student-teacher relationship is the production of an environment that incorporates mutual respect. One way an educator can produce a strong relationship with a student is to tướng explicitly define learning goals and expectations in a positive manner. This could look different for groups of students or individual students. The strong relationship will allow for educators to tướng be aware of their students’ learning and adjust their learning goals and expectations as needed (Admin, 2017). In the same manner, the educator should allow opportunities for students of all learning styles to tướng participate in class discussions through oral and written communication. In addition to tướng academic advantages, positive student-teacher relationships improve mental health and assists students in developing self-worth (Admin, 2017). Oftentimes, students look up to tướng their educators as mentors. With this in mind, students are likely to tướng feel pride when the educator encourages them in their learning and social interactions. Social competence, problem-solving abilities, autonomy, and a feeling of a bright future or purpose are protective elements that boost resilience, these all can be developed in a supportive teaching atmosphere (Bondy et al., 2007). As noted, students benefit from positive student-teacher relationships. Likewise, educators benefit as well. While creating strong relationships with their students, educators are strengthening their own interpersonal and professional skills (Admin, 2017). By strengthening their interpersonal communication skills, educators are more likely to tướng respond effectively to tướng stressful situations. In addition, educators are able to tướng khuông relationships with parents and coworkers. In summary, it can be noted that students and educators equally benefit from the creation of positive student-teacher relationships.

The Importance Of Student-Teacher Relationships: Short and Long Term

As stated, student-teacher relationships are highly essential in an effective classroom. Specifically, student-teacher relationships are important for students in their short term and long term education. Student-teacher relationships are important in the short term because it creates a thriving classroom environment, helps students develop self worth and improves student mental health (Buffet, 2019). In the same manner, these positive relationships may decrease behavioral problems and promote academic success. Student- teacher relationships help foster the academic success of students. With this being said, student-teacher relationships assist students in the short term. These relationships tư vấn students for the specific year they spend in that educational setting with the educator (Buffet, 2019). Likewise, a positive student-teacher relationship is very important in the long term because it gives students confidence as well as ensuring that they know that their ideas are valuable. In turn, this allows students to tướng carry this confidence throughout their future years pursuing academics. Also, this confidence and recognition of self-worth can be seen in social and emotional aspects of the students life. Another long term effect is that positive teacher relationships teach students that mistakes are an indication that they are learning. Learning is ongoing and students are able to tướng identify this through the production of positive student-teacher relationships. This type of relationship will foster confidence in the long-term for the student.

Causes of Poor Student Teacher Relationships

Poor teacher-student relationships result from the instructor’s lack of awareness. Some students require tailored educational approaches since they tự not respond to tướng learning in the same way as others. When a teacher fails to tướng regard an individual student’s educational needs, relationship problems between teachers and students arise. Each student’s ability to tướng learn and interact with educators is influenced by their personality, family backgrounds, mental processes, learning styles, priorities, maturity levels, and academic ambitions (Tucker, 2021). When possible, teachers should treat each student as an individual who deserves one-on-one attention and specialized, concentrated education. In addition, a poor student-teacher relationship will develop if the educator’s main or only priority in the classroom is academics (Tucker, 2021). In correspondence with academics, students need to tướng feel cared for and have the chance to tướng feel strong emotions. Educators are responsible for building relationships with students that are not surface level or academically focused. Students should feel that their educator is someone they can trust and communicate freely with. The lack of empathy displayed by an educator can result in a poor student-teacher relationship.

Interviews

We interviewed 8 individuals all in different sections of the educational field. We asked them a series of questions on student-teacher relationships. The interviewees requested to tướng stay anonymous, but all are familiar with different roles within the education community. The following are their answers.

First Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

  • Grade 2, Grade 3

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • mutual respect – respectful interactions
  • Open communication
  • Teacher is supportive but encourages independence
  • Individuality of each student is valued
  • Kind and polite interactions
  • Honest and kind feedback is given to tướng students
  • Teachers get to tướng know their students and their differences
  • Teacher believes in each student
  • Simple gestures shared (hello and goodbye, a smile, a tap on the shoulder) What tự you believe is the strongest indicator of positive teacher-student relationships?
  • Communication that is respectful between the two

What factors influence the teacher-student relationship in the classroom?

  • Treating students with respect and supporting them encourages them to tướng be more motivated and engaged. When students know that their teacher loves and supports them, they are more likely to tướng be more self-directed and want to tướng succeed. This positive teacher-student relationship also encourages positive relationships with peers.

Second Interviewer

  • Grade(s) you teach or please indicate role if not in a classroom teaching role:
    Grade 4, Grade 6, Grade 8

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • In order for any relationship to tướng be successful, there has to tướng be respect and trust. The teacher is the adult and the student is the child. It isn’t a friendship. There have to tướng be boundaries or else nothing would be accomplished. As an adult, you will wear many hats… doctor, parent, nurse, psychiatrist. The child needs to tướng know you care. Caring means listening, showing empathy and sensitivity. Caring also means correcting children when they make a mistake, academically and with the choices they make. Establish clear and concise rules. Address inappropriate behavior, but also praise the positive. It’s okay to tướng provide incentives, however some things are non- negotiable. Structure is ví important, as is routine. Be fair and consistent. Treating everyone fairly does not mean you treat everyone the same. Depends on the needs of the child. Laugh with them. Laugh at yourself.

What tự you believe is the strongest indicator of positive teacher-student relationships?

  • Get to tướng know your students. Talk to tướng them. Learn what’s important to tướng them, what motivates them, what shuts them down. Communication with trang chủ keeps everyone on the same page. Try to tướng formulate your own take on a child. Some people just don’t click, meaning a child maybe struggled with a former teacher, but don’t let that teacher’s opinion cloud your judgment.

What factors influence the teacher-student relationship in the classroom?

  • Pay close attention to tướng how a child interacts with other children. Be a confidence builder. Be a coach. Offer suggestions when there is conflict, but let them work it out. Be a mediator. Allow and encourage them to tướng own their behaviour, the good and not ví good. Make every child feel important and relevant. Let them know their ideas are helpful and appreciated. Empower them. Acknowledge their strengths and achievements.

Third Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

  • Literacy Teacher

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • Positive teacher-student relationships look and feel calm, positive, respectful, open, safe and flexible.

What tự you believe is the strongest indicator of positive teacher-student relationships?

  • Respect. I think that both the teacher and the student need to tướng feel respected. When a student feels respected, they feel safe and are able to tướng share ideas, take risks and focus on learning.

What factors influence the teacher-student relationship in the classroom?

  • number of students in the classroom
  • number of adults in the classroom
  • student needs

Fourth Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

  • Kindergarten Prep

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • Respectful
  • Empathy
  • Trusting
  • Good listener
  • Kindness/Caring
  • Communication
  • Value individuality
  • Supportive
  • Open minded
  • Positive interactions

What tự you believe is the strongest indicator of positive teacher-student relationships?

  • Empathy and communication.
  • Building a safe environment for the student through good communication allows the students to tướng feel lượt thích they can trust their teacher.
  • Also having empathy for and with your students will allow you to tướng manage students’ behavior and academic engagement.

What factors influence the teacher-student relationship in the classroom?

  • The attitude of the educator towards a student is a major influencing factor to tướng the teacher-student relationship. Positive student relationships (good rapport) are fundamental to tướng success. When students feel safe and supported, they’re more likely to tướng engage in learning and have better educational outcomes. Plus, when students have positive interactions with teachers, they have fewer behavioral problems.

Fifth Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

  • Program Resource Teacher

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • Mutual respect, trust, communication that is open and honest-student can share their needs and the teacher can share their needs and both trust that each will tự their best to tướng meet those needs

What tự you believe is the strongest indicator of positive teacher-student relationships?

  • Engaged learners- if they are engaged it is because the teacher has met their unique learning styles/levels/needs through differentiation and universal design

What factors influence the teacher-student relationship in the classroom?

  • Teacher has to tướng have constant and consistent and honest conversations with students about their needs, teacher has to tướng show students that they took their conversation seriously and honoured their conversation, student will develop trust over time that the teacher is doing their best and then student will learn to tướng listen to tướng what the teacher or adult needs and tự their best to tướng honour it
  • Team work between trang chủ school and student- but student has to tướng have at least one adult at trang chủ that cares and shows a effort on a consistent basis
  • This conversation was a scripted and works with every student Dr Ross Greene (conversations are modeled) and Shanker’s self regulation research
  • I took the lense of a struggling student, which all students can become if their needs are not met

Sixth Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

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  • Elementary Curriculum Consultant

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • In a classroom with positive teacher/student relationships you would feel it when you walk in the room- a sense of calm and belonging. It would be a warm and inviting classroom. Every student would know they are valued and cared for. It would look lượt thích a community of mutual respect, open dialogue/communication, and students engaged in learning. Opportunities for students to tướng demonstrate their learning in ways that build their confidence and belief in themself would be evident.

What tự you believe is the strongest indicator of positive teacher-student relationships?

  • A caring teacher who knows and believes in their students

What factors influence the teacher-student relationship in the classroom?

  • Teachers who take time to tướng get to tướng know their students- the ways they learn best, what motivates them, what is important to tướng them, background etc can build stronger relationships with their students.
  • It is important that teachers build positive relationships with the student’s family/caregivers as well.

Seventh Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

  • Technology Support Teacher

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • Student – teacher relationships develop over the course of the year. At the beginning of the year, it’s critical that the teacher intentionally work towards getting to tướng know each student. Asking questions about their day, evening prior, how they’re doing, etc. helps to tướng show students that the teacher cares about them. Setting a positive, calm tone in the classroom environment also contributes to tướng the development of relationships. Students should feel comfortable sharing their learning, problems and everything from wiggly teeth to tướng conversations about world events with their teacher.

What tự you believe is the strongest indicator of positive teacher-student relationships?

  • The strongest indicator is a functioning classroom where learning is possible. When you walk into these classrooms, students feel safe, trusted and that their voice is heard. Time is spent positively communicating. They might be communicating about a math lesson or during their breaks socializing with friends. A positive relationship leads to tướng more time spent learning and less on repairing conflicts occurring between peers or student- teacher. Trust and a sense that their teacher cares about them contributes to tướng this environment. What factors influence the teacher-student relationship in the classroom?
  • Teacher mental health and personality, student mental health and personality, time spent getting to tướng know students, teacher sharing some personal experiences or a bit about their family, pets, travels, etc., teacher creating interesting learning experiences that invite student voice, opinion, discussion, how teachers handle conflict or disruptive behaviour (does it build a safe space or deteriorate the relationship), taking time during recesses to tướng talk one on one with students, making students feel special and heard, relationship between parents and teachers

Eighth Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

  • System Literacy and Numeracy Facilitator

What tự positive teacher-student relationships look and feel lượt thích in the classroom?

  • Positive student teacher relationships involve a caring teacher that treats students equitably, believes that all learners can succeed and gets to tướng know each student’s strengths and needs to tướng help them grow in their learning and confidence in themself. It looks lượt thích open conversation, listening and timely feedback. In rooms where this is very successful you see teachers making students feel supported by including them in lessons, choosing topics to tướng suit individuals, guiding the learning and celebrating small successes. It looks lượt thích learning from mistakes and valuing each moment together.

What tự you believe is the strongest indicator of positive teacher-student relationships?

  • Belief that all students can be successful.

What factors influence the teacher-student relationship in the classroom?

  • Student experiences with adults in and out of school, class size, student individual needs and classroom tư vấn, interruptions, teacher excitement for student learning and building relationships, tư vấn of administration

From a Student’s Perspective

Oftentimes, educators fall victim to tướng assuming their students’ needs before addressing them with the students. With this being said, educators view students’ needs from their own perspective, rather than vãn the students. Educators have the responsibility to tướng communicate with students in regards to tướng their needs in their intellectual, social, and emotional development. This can be completed through journals, check-ins, or conversations. In this specific assessment, we asked a variety of students, “What tự you wish your teacher knew or would do?” Within the đoạn phim, the answers from a wide range of students are shown. Most importantly, the answers are displayed from the student’s perspective.

John Hattie and His View On Student-Teacher Relationships

“It is teachers who have created positive teacher-student relationships who are more likely to tướng have above average effects on student achievement.” – John Hattie

Professor John Hattie is an educational researcher. Performance indicators, models of measurement, and evaluation of teaching and learning are among his research interests. With his two books Visible Learning and Visible Learning for Teachers, John Hattie gained a wider audience. Visible Learning is the result of a synthesis of over 800 meta-studies involving over 80 million students. Visible Learning, according to tướng John Hattie, is the product of 15 years of research on what works best in schools for learning. “Possibly the world’s most influential education academic,” according to tướng TES (Visible Learning, n.d.).

The meta study Visible Learning (2009) by John Hattie is a defining moment in educational research. It was deemed the “holy grail of teaching” by the Times Educational Supplement. Hattie’s book answers the question, “What works best for student achievement?” (Visible Learning, n.d.).

John Hattie created 10 mindframes that teachers need to tướng adopt in order to tướng maximize student success. Mind Frame 7: “Teachers/leaders believe that it is their role to tướng develop positive relationships in classrooms/staff rooms” (Hattie, 2012). Teachers must establish a positive interpersonal interaction with each student, and kids must feel safe, fair, and compassionate in the classroom. “How can I instil a high level of trust in my students?” “Do my students feel comfortable expressing what they don’t know or understand?”

The teacher-student interaction has a .72 effect size on student accomplishment, according to tướng John Hattie, author of Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to tướng Achievement. To put that into perspective an effect size of .4 and above is highly significant for student achievement. Listening skills, empathy, mutual respect, care, and positive regard for students were found to tướng strengthen connections, according to tướng the research (Turner et al., 2016).

Conclusion

It can be concluded that student-teacher relationships result in a positive classroom environment and experience. Evidence has been provided through scholarly sources and the interviews completed by individuals who are first-hand witnesses to tướng student-teacher relationships. The information gathered demonstrates the increase of engagement, confidence, and motivation displayed by students who have a strong relationship with their teacher. Likewise, teachers are strengthening their communication and professional skills while building these relationships. In summary, student-teacher relationships foster a welcoming environment and produce success for both the student and the educator.

Admin. (2017, November 20). 4 benefits of positive student-teacher relationships. Pride Surveys. Retrieved March 3, 2022, from https://www.pridesurveys.com/index.php/blog/4-beneficial-effects-of-student-teacher-rela tionships/

Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience. Urban Education, 42(4), 326–348. https://doi.org/10.1177/0042085907303406

Buffet, –T. S. and J. (2019, October 31). Positive teacher-student relationships. Greater Good In Education. Retrieved March 3, 2022, from https://ggie.berkeley.edu/school-relationships/positive-teacher-student-relationships/#:~:t ext=For%20Teachers%3A%20According%20to%20educators%2C%20a%20positive%2 0relationship,trusting%2C%20and%20strives%20to%20keep%20the%20relationship%2 0conflict-free

Hattie, J. (2012). Visible learning for teachers: Maximizing Impact on learning. Routledge.

Positive teacher-student relationships have cascading benefits. Network for Educator Effectiveness |. (2021, July 22). Retrieved March 3, 2022, from https://neeadvantage.com/blog/positive-teacher-student-relationships-have-cascading-benefits/#:~:text=When%20students%20have%20a%20positive,or%20referred%20for%20sp ecial%20education.

Tucker, K. (2021, November 5). What are the causes of a poor relationship between a student & teacher? The Classroom | Empowering Students in Their College Journey. Retrieved March 3, 2022, from

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Turner, D. M., Aljure, I., & Canevari, Phường. (2016, April 1). 7 powerful actions you can take to tướng improve relationships with your students – brain based learning: Brain based experts. Brain Based Learning | Brain Based Experts. Retrieved March 2, 2022, from http://www.brainbasedlearning.net/improve-relationships-with-students/

Visible learning. VISIBLE LEARNING. (n.d.). Retrieved March 2, 2022, from https://visible-learning.org/

6 Ways to tướng Build Strong Teacher-Student Relationships with SEL. Social and Emotional Learning – Aperture Education. (2022). Retrieved 2 March 2022, from https://apertureed.com/5-strategies-building-relationships-students/.