Abstract Of Teacher Student Relationships.

Abstract

Mutually respectful student-teacher relationships are central to improving educational experiences in the middle years. As much research continues to confirm, teachers relating well to their students remains one of the most significant factors in generating positive academic and social outcomes. Developing these sorts of relationships, however, necessarily involves problematising the traditional power inequities that exist between teachers and students. This chapter explores this premise and identifies ways that teacher practice, through a tendency to be mobilized around relations of domination and control, can constrain learning outcomes by suppressing students' sense of legitimacy and agency. Drawing on data and findings from two Australian studies, we bring these issues to life through detailing students' concerns about their relationships with their teachers. Given '[the first imperative of some teachers when teaching boys appears to be 'controlling' rather than teaching them' (Lingard et al. 2002, p. 4), our focus in this chapter is on boys' experiences of schooling in the Middle Years. We do not wish to silence or marginalise girls' experiences, but the boys' voices featured here are most useful in making visible the constitutive nature of authoritative and coercive school and classroom relations (Davies 2000). As an issue of power and control, we explore these relations within the context of boys' investments in dominant constructions of masculinity. Drawing on the dimension of Supportive Classroom Environment, within the Productive Pedagogies framework (The State of Queensland 2001), the chapter concludes with a discussion of a number of ways in which schools might take these issues forward to establish more genuinely equitable and positive student-teacher relationships.

Relationship in teacher Students Stresses

Help others and become health literate

How to help if you're concerned about another student

It’s easy to doubt your judgment about whether someone needs help, especially if the person you’re worried about denies that anything is wrong. However, don’t fall into the trap of doing nothing out of uncertainty.

Get information and support

• Learn about warning signs and symptoms using reputable sources like the Canadian Mental Health Association website.
• Get outside help: talk to someone about your concern for that person. Seek help from a Wellness Peer, a residence advisor, an instructor, a TA, a doctor, a counsellor, or a crisis line.
• Call 9-1-1 immediately if you're concerned about someone's imminent safety.

Talk to the person you’re concerned about

• Talk to your friend about your concerns and show your support in a non-judgmental way.
• Let the person know you support them, that they are not alone, and that you have had difficulties too. Avoid simplifying the problem by looking through the lens of your own experience.
• Encourage the person to see a health care professional and offer to come to the appointment with them. If they are uncomfortable or unable to communicate the problem, offer to do it with them.
• Communicate that getting help is not weak. Many people will deny that they need help, believing that they should be able to cope on their own, but this is a false and harmful belief; true strength is admitting when you need help.

Improve your knowledge: Become health literate

Thinking critically and taking the time to understand new information are keys to maintaining good health.

Ask questions

Ask questions of your health care professionals, especially if there is something you don’t understand.

Look for reliable sources of information

With so much health information available online, choose sources such as professional associations or government websites that are specific to your health question.

Do your own research

Sometimes it can be difficult to separate fact from fiction. Are plastic water bottles unsafe? Is the HPV vaccine safe and effective? When you have to make these personal choices be sure to research the topic thoroughly so you can evaluate your options and choose what is right for you.

Students Stresses

Techniques to help you relax if you're already feeling stressed or anxious

Small, simple adjustments can make a big difference when it comes to managing stress and anxiety.

• If you’re experiencing exam-related stress or anxiety, remind yourself that the exam period has an end date and it will be over soon.
  
• Get up and stretch or walk around once an hour for five-to-ten minutes. Try to get outside if you can.
  
• Hydrate yourself with water throughout the day to keep your body and mind functioning well.
  
• Eat well to properly fuel your body and brain.
  
• Try a mini meditation. Breathe in deeply, count to five, and exhale slowly. Watch your lower abdomen expand and deflate. Repeat five times.
  
• Engage in positive self-talk to help build self-confidence.
  
• Face your fears head on. Avoiding stressful or social situations can reinforce anxiety - feel the fear and do it anyway.
  
• Don’t try to be perfect: remind yourself that your best is something to be proud of.
  
• Laugh: watch, listen, or read something that makes you laugh out loud.
  
• Take a short break to meet a friend. Have coffee, eat lunch, or go for a walk together.
  
• Get enough quality sleep. Your brain is at its quickest and most adept after seven-to-nine hours of sleep.
  

Learn more about managing stress and anxiety

• Build your self-confidence
  
• Introduction to meditation
  
• Managing Your Time Toolkit from the Learning Commons
  

Manage your time more effectively

Managing your time more effectively can help you get things done and reduce stress.

Do your most difficult work when you have the most energy

Think about the time of day you are most effective and have the most energy. Plan to do your most difficult work during these times.

Know when to stop

Although some students may stay up until 4am studying, it’s not a healthy habit. Your mind is more efficient when you get enough quality sleep, so make sure to schedule enough time for rest.

Use all of your time

Maximize your time by studying between classes, on the bus and in other spare moments. Five minute chunks of reading or studying add up fast.
Discover more time management techniques at the Learning Commons.

Stresses Students

Managing stress

Be proactive about stress and anxiety

When you start feeling stressed or anxious:

• Acknowledge and accept that you are feeling stressed or anxious
• Take a break
• Talk to a friend
• Allow yourself to cry
• Go for a walk or run
• Meditate
• Breathe deeply and allow your natural relaxation response to kick in

"Believing that you are able to manage stress and anxiety is important because your perceptions can have a large impact on your health."

Manage stress and anxiety over the long term

Believing that you are able to manage stress and anxiety is important because your perceptions can have a large impact on your health. Research has shown that “students’ perceived ability to manage stress can reduce their likelihood of becoming depressed”¹.

Students Stresses

Managing stress

Be proactive about stress and anxiety

When you start feeling stressed or anxious:

• Acknowledge and accept that you are feeling stressed or anxious
• Take a break
• Talk to a friend
• Allow yourself to cry
• Go for a walk or run
• Meditate
• Breathe deeply and allow your natural relaxation response to kick in

"Believing that you are able to manage stress and anxiety is important because your perceptions can have a large impact on your health."

Manage stress and anxiety over the long term

Believing that you are able to manage stress and anxiety is important because your perceptions can have a large impact on your health. Research has shown that “students’ perceived ability to manage stress can reduce their likelihood of becoming depressed”¹.

Students Stresses

omparing stress and anxiety

Stress and anxiety: What’s the difference?

Stress

Stress is the body’s reaction to various stimuli, including physical, chemical, emotional, or environmental factors. Stress is a normal part of life and something that everyone experiences.
Acute stress is short-lived and involves the body releasing adrenaline and cortisol, which helps you respond quickly when needed (e.g., when you encounter something dangerous). Chronic stress, however, results in ongoing high levels of stress hormones that can compromise your immune system and cause severe health problems such as depression.
Stress, whether acute or chronic, is not diagnosed as a mental health disorder.

Anxiety

The experience of anxiety is more similar to fear. This may be fear of something specific or fear that doesn’t seem to have a cause. Many people experience anxiety in relation to common stressful events such as exams, and this anxiety can be short-lived. However, when anxiety continues and begins to interfere with ongoing daily functioning it is diagnosed as an anxiety disorder.

Student Stresses

Signs you might be stressed

Sometimes it’s hard to realize that stress is building up because the signs and symptoms have become familiar. Some of the signs and symptoms to watch for include:

Physical

• Change in appetite, stomach aches, nausea
• Shortness of breath
• Sleeping problems
• Headaches
• Rapid heart rate

Emotional

• Anger and anxiety
• Depression
• Difficulty making decisions
• Nervousness

Behavioural

• Increasing use of alcohol, tobacco, or other drugs
• Withdrawing from family and friends
• Arguing with friends or partner
• Avoiding tasks and responsibilities

Try tracking your own personal signs and symptoms of stress. Knowing when you’re experiencing stress will allow you to take action to try and manage your stress before it becomes overwhelming.

student stresses

What’s making us stressed?

Pressure to perform well academically, to manage finances and relationships, and lack of time are just some of the stressors students face.  Stress can be a good thing when it acts as a motivator, helping you to accomplish your goals. Success, in turn, builds confidence in your ability to manage even more stress in your life.
However, too much stress or stress that is not managed effectively can be detrimental to your wellbeing and your ability to focus on achieving your goals.

Where Can I Get More Information About Teacher Students Relationship?

Several books designed for teachers may be useful in promoting teacher-students relationships. Most of these books address the needs of children in early and middle child hood.
Charney, R. (2002). Teaching children to care : Classroom management to ethical and academic growth, K-8 Greenfield, MA: Northeast Foundation For Children.

Available At:  Responsible Classroom.

Howes, C and Ritchie, S.(2002). A matter of trust: Connecting Teachers and Learners in the early child hood classroom. New York : Teacher college press.

Available At: Teacher College Press

Pianta, R.C (1999). Enhancing relationships between children and teachers . Washington, DC: American Psychological Association. 

Ethnicity Teacher Student Relationship

Several themes  emerge in relation to the study of teacher-child relationships among ethnic minority children. first, it is worth noting that virtually all peer-reviewed studies on teacher-child relationships included students who are ethnic minorities in their samples, and many included only ethnic minority students. Such studies have found that high quality teacher-student relationships are important for all children (e.g Murray & Malmgren, 2005). Second, students are more likely to experience positive relationships with teachers who share their ethnicity (Saft & Pianta, 2001).  Although this findings is evident in the research literature , the magnitude of of its effect is very small, suggesting that other factors beside ethnicity are more important in predicting the quality of teacher-child relationships. Third, there is a "folk wisdom"that some children, particularly African, American children, will not respond well to the outwardly warm, nurturing and supportive behaviors typical in classrooms led by white teachers. This idea is often espoused in books and articles, however there is no data to support this assertion.  

Students Stressors

Positive teacher-student relationships can offset some of the normal stressors that students experience as they grow and develop. For example, the transition to middle school is often viewed as stressful time for children; middle school students often show declines in motivation, self esteem and academic performance (feldlaufer et al; 1988). How ever, students who perceive greater support  from their teachers experience less depression and have more growth in self-esteem between the sixth and the eight grades (Reddy, Rhodes, & Mulhall, 2003). Also, students who perceive their teachers as respectful, eager to support their autonomy, focused on setting realistic and individualized expectations for performance, and offering nurturing and constructive feedback are more motivated in school (Wentzel, 1998). More specifically, if a student believes "my teacher trusts me" or my teacher calls on me to give answer"  he or she more likely to be interested in class, more likely to conform to the positive social norms of the classroom and more eager to master the academic materials being taught  (Wentzel, 1998; 2002).

Stress basics

What is stress?

Stress is the body’s reaction to physical, chemical, emotional, or environmental factors. These can range from extreme, life-threatening situations to the simple and everyday challenges of life.
Stress is a force constantly affecting all human beings. It is part of everyday life and is unavoidable, but we can choose how we respond to stress. “How we perceive a stress-provoking event and how we react to it determines its impact on our health”¹.