Forming Positive Teacher Students Relationships.

Do good teacher-student relationships work better for some students than others?
Teacher student relationships are important to virtually all students. How ever, high quality teacher-students relationships appear to be most significant for children who are "at risk" for school failure (Baker, 2006; Rimm-Kaufman et al; 2002). In one study, high quality teacher-student relationships appeared to be better predictors of classroom adjustment, social skills and reading performance for children showing initial externalizing problems (e.g aggression, hyperactivity), internalizing problems (e.g anxiety, depression) and learning problems (e.g; attention problems ) (Baker, 2006) than for children with out these initial risk factor. In another study, sensitive and supportive relationships proved to be more important in predicting more self-reliant behavior and less of task, negative and aggressive behaviors in the kindergarten classroom for bold, outgoing children. (comparable levels of sensitivity and support of the teacher played less of a role in children's classroom behavior for shy, hesitant children (Rimm-Kaufan et al; 2002).  Teacher sensitivity and emotional supportiveness played a grater role in predicting children's earlier achievement) for children "at risk" for school failure than for those with out these risk factors (Hamre & Pianta, 2005).
In another study , poor teacher-child relationships were collected with an achievement gap. When Hughes and Kwok (2007) studied a group of low achieving readers, they found that first grade children who had poorer relationships with their teachers were less engaged in school and had lower academic achievement in second grade. It is very important to note that Hughes and Kwok found that African American children of other ethnic background. Taken together, such findings suggest that high quality teacher-child relationships can partially compensate for disadvantages in other facets of students social-emotional lives.
High quality teacher-student relationships are equally important for all students, regardless of ethnicity . Students are more likely to experience positive relationships with teachers who share their ethnicity . How ever , other factors beside ethnicity (e.g the teacher's  skills in creating good relationships, the child's tendency toward behavior problems) are probably more important than ethnicity in predicting the quality of teacher-student relationships.   
                       

Explanation Teacher Student Relationships

Example :
 What do good teacher -student relationships look like and why do these relationships matter?
Teachers who fosters positive relationships with their students create classroom environments more conducive to learning and meet students developmental, emotional and academic needs. Here are some concrete examples of closeness between a teacher and a student.

• A seven year old girl who is experiencing divorce at home goes to her former first grade teachers in the mornings for a hug of encouragement , even though she is in second grade.
• A fourth grade boy who is struggling in math shows comforts in admitting to his teacher that he needs help with multiplying and dividing fractions.
• A middle school girl experiences bullying from other students and approaches her social studies teacher to discuss it because she trusts that the teacher will listen and help with out making her feel socially inept.         

Defination Of Teacher student relationship

Introduction:

Improving student's relationships with teachers have important, positive and long- lasting implications for students academic and social development. Solely improving students relationship with teachers will not produce gains in achievements (see "High quality academic instruction"). How ever, those students who have close, positive and supportive relationships with their teachers will attain highly levels of achievement then those students with more conflictual relationships. If a student feels a personal connection to a teacher, experience frequent communication with a teacher and receives more guidance and praise than criticism from the teacher , then the student is likely to come more trust full of that teacher, show more engagement in the academic content  presented, display better classroom behavior, and achieve at higher level academically. Positive teacher student relationships draw the student in to the process of learning and promote their desire to learn (given that the content material of class is engaging and age appropriate).