Question about teacher student relationship

10. How are positive teacher student relationships linked to classroom climate?

Improving teacher student relationships constitutes only a first step toward creating a classroom community that is conducive to children's social and academic development. For more information ,see"Teacher -student relationships &classroom climate".

Queation about teacher student relationships

9: Are positive teacher-student relationships a"magic bullet"?

No, positive teacher-student relationships are only one part of a teacher' repertoire of classroom managements and discipline strategies. High quality relationships only complements other aspects of classroom management. Further more, it is not possible to develop positive relationships with every student. As a teacher, you can strive toward accomplishing that goal but realize that having an ideal relationship with each student may be unobtainable.

Question about teacher student relationship.

8: How do you evaluate teacher-student relationship?

Several common and readily available instruments have been developed to assess teacher-student relationships. Although used primarily for research, these instruments can also serve as diagnostic tools to identify strengths and weakness in your own teaching. Some of these instruments rely on teacher reports of relationships, other are observationally-based measures of teacher-student interactions in the classroom, and yet other rely on student's reports of their relationships with teachers. One particularly   innovative technique to use with young children relies on children's drawings of their teachers.For a description of these measures, see"measure of teacher- student relationships.


There are less formal ways to access your relationships with children. If you have particular child with whom you have had a challenging relationships, you might invite a school psychologist into your classroom to observe your interactions, take notes and reflect with you about the child. Alternatively, you can setup a video camera and critique your own interactions with the student who is causing you difficulty. Another strategy is to directly ask your students. you can give them anonymous questionnaires or ask small groups of students about how they feel while they are in your classroom. Through this process, it is important to realize that even the best teachers have difficulties with a few students from time to time. The reasons for these difficulties are numerous and getting help from a collaboration teacher, the school psychologist, or a supportive administrator may offer you an outside view of what is occurring and help you improve your relationships with the challenging students in your classroom.   

question about teacher student relationships

6: Do positive teacher student relationships work for all school subjects?

Positive teacher-student relationships play an equally important role in students' success across all subjects (McCombs & Miller, 2006). Students' social and emotional needs are present throughout the day and the year, regardless of the subject being taught.

Question about teacher student relationships

7. Are there unintended consequences associate with creating positive teacher- student relationships?

Ideally, classroom environment need to be nurturing while at the same time holding students high academic standers. Classrooms that focus on nurturance  without offering opportunities for academic learning do not produce increases in students' achievement(Lee&smith,1999).

Question about teacher-student relationships

6.If teacher student relationships reflect both characteristics  of the teachers and characteristics of students, how stable are these relationships overtime?

The quality of teacher-student relationships is surprisingly stable over time.In other words, if a kindergarten teacher has a conflictual  relationship with a student, it is likely that the child's first and second grade teachers will also experience conflict in their relationship with that same child. this stability is more evident when the relationships are conflictual rather than when the relationships are described as close or dependent (Howes, Phillepsen and Peisner-Feinberg ,2000;Pianta & Stuuhlman, 2004).
Most likely the stability stem from the "internal work model"that students create in their mind about how relationships with adults typically ought to work.   

Question about teacher-student relationships

5. Are positive teacher-student relationships easier to form in some situation than other?

Some situation (such as elementary school where each teacher is assigned only twenty or so students) provide more opportunities for the development of close teacher-student relationships. Other situations (such as the middle school or high school were teachers routinely provide instruction to four or five groups of twenty-five or more students ) make it difficult to form positive teacher-student relationships with all students(Feldlaufer, Midgley &Eccles,1988;Meece et al; 2003), and thus, it takes more effort. It is also easier to focus attention on positive teacher-student relationships in schools where the administrators behave that trust and positive relationships are important for improving children's performance (Bryk & Schneider,2002).        

Question about teacher student relationships

3. Will more positive teacher-student relationships improve the peer relationships in my classroom?
Yes, positive teacher- student relationships can promote improved peer relationships in your classrooms though direct and indirect approaches.Teachers can directly promote positive social behavior by orchestrating the relationships within a classroom in a positive manner(British et;al 2004). Teachers can use positive teacher-student relationship indirectly to promote peer relationships as well.Students tend to be more accepting of peers who show engagement in the task of school ( e.g show attention, participate in classroom activities), and positive teacher-student relationships enhance students, engagement. Positive teacher-student relationships improve student-to-student acceptance in both current and future year(Hughes &Kwok,2007). 

Question about teacher-student relationships

2. What are the factors contributing to positive teacher-student relationships?

Teacher-student relationships are determined by more then one factor :teacher characteristics and student characteristics each play an important role in predicting the quality of interaction that teachers have with individual students. Although less well-studied other factors (school social climate, school policies ,etc.)also contribute to the quality of these relationships.

Question about teacher-student relationships

1. How does the importance of the teacher-student relationship compare to other important relationships, such as parents students relationship, in students'  lives?

From early childhood through adolescence, positive teacher-student relationships appear to complement the other relationships in students' lives. For young students, family relationships are more important that teacher-student relationships in predicting students' adjustment to kindergarten(Pianta, Nimetz &Bennett,1997).
In middle school students, the perception of their teacher (whether they felt that their teacher was supportive toward them or not) predicted students' interesting in learning and their engagement in classroom.At this level, parental support plays a complementary role by predicting youths' motivation in school (Wentzel,1998). In high school, both parent and teacher supportive (combined with parent and teacher monitoring and high expectation) play critical roles in predicting gains in mathematics achievements (Gregory & Weinstein, 2004).

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Introduction

The students in the school:
The students in my school have several emotional and behavioral problems and my school has few economic resources - can good relationships really helps?
Teacher student relationships contribute to student's resiliency. Often, we assume that hard-to-change factors such as class size, teacher experience or availability of instructional supplies are crucial for predicting students achievement. In fact, these factors are not as important as positive relationships.
in one study almost, 4000 poor and minority children, the presence of positive relationships the teachers and the experience of positive and orderly school environment in elementary and middle school were strong predictors of gains in mathematics outcomes-much stronger then class size, teacher experience, or availability of instructional supplies.In another study, urban high school students with behavior and emotional problems were assigned to an intervention involving weekly interaction with teachers, monthly calls to the students at home and increase praise from adults. Studies like this point to an important message: across ages and in virtually all classrooms, students will be more engaged and motivated if teachers meet students essential need for social connection.