Teachers with strong teacher student relationships have more impact on their In her article 12 Things Kids Want From Their Teachers, she describes how she Friendly teachers let their belief in student-directed learning prevent them from . The bottom line, then, is that I view the teacher/student relationship as a on teaching and learning—shared though his books, articles, and. friendly interactional pattern for positive relationships and a hostile pattern for teacher–student relationship “as the generalized interpersonal This is an Open Access article distributed under the terms of the Creative.
As a teacher, you should be available to your students, and your office should have an open-door policy where students are encouraged to walk in if they need to talk about anything.
The importance of positive teacher-student relationships in classrooms
You could get to school an hour before classes start, and be available for any student, past or present, who needs to share or talk about something in their lives. Some may be battling depression, others could be worried about their future, while others simply need someone to talk to about general teenage problems without being judged.
This way, you create bonds and connections with the students. When in class, incorporate humour in your lessons. This creates a relaxed atmosphere where students can easily contribute to the lesson.
What is the importance of creating these positive relationships? As a teacher, you can easily get to your students well, and your instructions well received, if you have formed a good relationship with them. Students are most likely to respect, listen to and obey you if you engage them and connect well with them.
Teachers who have a good relationship with their students report an improved performance in academics.
This is because students can easily approach their teacher for help if they have a problem in a particular course, and also because a student is motivated to work harder if they know that their teacher genuinely looks out for them. This is because the teacher can easily tell when the student is not behaving normally, or the student confides in the teacher because they trust them. The problem is then addressed instead of letting it grow and stressing the student.
Conducting research on the relationship between high school students and teachers may be essential in improving the outcomes of low-income middle and high school students, and can potentially inform future interventions to help older students perform better both academically and socially. From first grade forward: Early foundations of high school dropout.
Sociology of Education, The teacher—student relationship as a developmental context for children with internalizing or externalizing behavior problems.
School Psychology Quarterly, 23 1 The exercise of control. Attachment and loss, Vol.
The ecology of developmental processes. The ecology of human development: Experiments by nature and design. High school dropout and completion rates in the United States: Social capital and dropping out of high school: The Teachers College Record, 4 Applications of social capital in educational literature: Review of Educational Research, 72 1 Educational Psychology, 30 1 Child Development, 72 2 School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood.
Journal of youth and adolescence, 41 2 Further support for the developmental significance of the quality of the teacher—student relationship.
The importance of positive teacher-student relationships in classrooms - The Educator Blog
Journal of School Psychology, 39 4 Life-span development of self-esteem and its effects on important life outcomes. Journal of personality and social psychology, 6 Teacher-child relationships and academic achievement: A multi-level propensity score model approach.
Journal of School Psychology.
Parent involvement, classroom emotional support, and student behaviors: The Elementary School Journal. Child Development, Urban Education, 34 3 The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiry, 71 2 Implementing a teacher—student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned.
Journal of School Psychology, 43 2 Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48 1 Self-efficacy beliefs in academic settings. Review of Educational Research, 66 4 Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14 2 Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher—child relationship during the school transition.