Indicators Of Unfriendliness Of Schools.

• Teacher-centered/Non-Activity-centered teaching methods.
• Lack of teaching aids and Materials.
• Dilapidated (falling down ) Physically Facilities. 
• Lack of capacity for planning , management, monitoring, and evaluation.
• Generally poor interaction (teacher/teacher, teacher/pupil, school/community).
• Poorly Trained and poorly motivated staff.
• Poor/lack of facilities for Sanitation .
• Poor/lack of Toilet facilities for females (Students and Teachers).
• Non-existant/ Non functioning SMC/ PTA.
• Corporal punishment is the mode of enforcing discipline. 
• Irrelevant Curriculum.
• Poor/ Irregular Monitoring

The Positive Teacher Student Relationships

Another important point is raised when teachers think of themselves as “traditional” are following the canonical approach. The traditional teachers follow the famous list of books to be read by his or her students. Many children will not enjoy reading because they do not have the background to understand the material. They do not have any interest in the book, which makes reading confusing and difficult to understand. “Students have felt what mattered most was the relationship teachers established with their students providing guidance to students who have felt inadequate or threatened” (Rose 115). Teachers who follow the traditional curriculum do not necessarily need to focus on their traditional ideas, but rather interact with their students and find interesting topics to discuss with their students.
Therefore, how does a teacher hold a relationship that leads to effectively teach the children? The answer becomes clear when teachers interact with, and learn more about their students. Our first educational experience, which takes place in the primary years of our life, sets the principles for our future education. Every school year an elementary teacher deals with new faces and new attitudes. Some children find themselves lacking an interest in learning and others feel playing and fooling around at school with friends is the happiest moment of their life. The solution to inappropriate behavior will not automatically get rid of the poor attitude of these children, but is to establish a positive relationship. Teachers can establish a positive relationship with their students by communicating with them and properly providing feedback to them. Respect between teacher and student with both feeling enthusiastic when learning and teaching. Having established a positive relationship with students will encourage students to seek education and be enthusiastic and to be in school. Remembering our favorite teacher will be recognized because they had at least in one way or another the qualities I discussed in this essay, although we are not aware of it during the time we are in school, but teachers are well recognized at a later time of our lives.

Forming The Positive Teacher Student Relation .

The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. We ask ourselves what is considered a good teacher? All of us have gone through schooling, and if fortunate had a favorite teacher. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom. I will be focusing on the relationship between the student and teacher, involving a setting in the primary grades, which I have found second grade to be extremely important for the student to gain a positive attitude for their future education.
Children have different strategies for learning and achieving their goals. A few students in a classroom will grasp and learn quickly, but at the same time there will be those who have to be repeatedly taught using different techniques for the student to be able to understand the lesson. On the other hand, there are those students who fool around and use school as entertainment. Teaching then becomes difficult, especially if there is no proper communication. Yet, teachers, creating a positive relationship with their students, will not necessarily control of all the disruptive students. The book, Responsible Classroom Discipline written by Vernon F. Jones and Louise Jones discuss how to create a learning environment approachable for children in the elementary schools. According to the Jones, “ Student disruptions will occur frequently in classes that are poorly organized and managed where students are not provided with appropriate and interesting instructional tasks” (101).
The key is, teachers need to continuously monitor the student in order for him or her to be aware of any difficulties the student is having. Understanding the child’s problem, fear, or confusion will give the teacher a better understanding the child’s learning difficulties. Once the teacher becomes aware of the problems, he or she will have more patience with the student, thus making the child feel secure or less confused when learning is taking place in the classroom.
The communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment. Of course a teacher is not going to understand every problem for every child in his or her classroom, but will acquire enough information for those students who are struggling with specific tasks. A significant body of research indicates that “academic achievement and student behavior are influenced by the quality of the teacher and student relationship” (Jones 95). The more the teacher connects or communicates with his or her students, the more likely they will be able to help students learn at a high level and accomplish quickly.

Improve competency techniques in students.

Competence:

• Competence refer to a student's need to feel capable of academic work; 
• Autonomy suggests a feeling that he or she has some choice and ability to make decisions;
• Relatedness implies that a student feels socially connected to teachers or peers. 
• Classroom practices that foster the feelings of competence,autonomy and relatedness are likely to produce the engagement and motivation required for academic learning and success.

Forming positive Teacher Student Relationship .

Self- System Theory:
 This theory emphasizes the importance of students' motivation and by doing so, explains the importance of teacher- child relationships(Connell and Wellborn, 1991; Harter ,in process; McCombs, 1986).
Students comes to the classroom with three basic psychological  needs- competence, autonomy, and relatedness-all of which can be met in a classroom through students' interactions with teachers  and with the learning environment (Deci and Ryan, 2002).
Positive teacher-student relationships help students meet  these needs. Teacher offer feedback to students to support their feelings of competence. Teacher who know their student's interests and performances and show regard and respect for these individual  differences bolster students, feeling of autonomy.( The modules of autonomous learner)
Teacher who establish a personal and caring relationships and foster positive social interactions with in their classrooms meet their students' need for relatedness.(social connection to schools).
Taken together, effective teacher- student relationships confirm to students that teachers  care for them and support their academic efforts. 
 

Explanation and Evidence

Two theoretical perspective-Attachment Theory and Self-System Theory- help to explain why children behave in certain ways in your classroom and how can you use your relationship with them to enhance their learning.
Attachment Theory explains how students use their positive relationships with adults to organize their experience( Bowlby 1969). Central to this theory is that students with close relationships with their teachers view their teacher as a "secure base" from which to explore the classroom environment. In practice, students with this "secure base" feel save when making mistakes and feel more comfortable accepting the academic challenges necessary for learning.

Respectful and sensitive instructions

Instructions:
Supportive teacher-student relationship are just as important to middle and high school students as they are to elementary students.Positive relationship encourage students' motivation and engagement in learning. Older students need to feel that their teacher respect their opinions and interests just as much as younger students do.

Relationships with difficult students

Difficult students:
 Difficult students require more energy on your past. For example, you may need to spend time with them individually to get to know them better- to understand their interests and what motivates them. This will not only allow you to tailor your instruction to their interest and motivation, but the time spent will also allow them to develop trust in you.Recent research on high school students who have frequent and intense discipline problems to shows that when adolescents perceive that their teachers are trustworthy people, they show less defiant behavior(Gregory and Ripski, 2008)

Create a positive climate

Positive climate:
 Be sure to allow time for your students to link the concepts and the skills they are learning to their own experience. Build fun into the things you do in your classroom.
In other words, plan activities that create a sense of community so that your students have an opportunity to see the connections between what they already know and the new thing they are learning, as well as have the time to enjoy being with you and the other students. 

Giving students meaningful feedback

Feedback:
Are you giving students meaningful feedback that says you care about them and their learning,or are you constantly telling your students to hurry? In your conversation, are you focusing on what your students have accomplished or are you concentrating your comments on what they have not yet mastered?

Positive discourse with students

Positive discourse with students:
Things about what you say to the difficult students in your classroom. Are you constantly bombarding them with requests to do something or telling them to stop doing what they are doing? No one likes being badgered and pestered, and your students are no exception. Instead, you should find a time or place when you can have positive discussion with the problem student.
Note that near end of this video clip, the teacher redirects the attention of a young boy in a red shirt. She does this is the way that is physical and direct, yet demonstrates her sensitivity toward the child.

Importance of knowing students

HOW KNOW:
Knowing a student's interests can help you create examples to match those interests. If a student who loves basketball comes to you with a question about a mathematics problem, you might respond to him or her with a problem, you might respond to him or her with a problem involving basketball. this type of specific responding shows that you care about him or her.
Likewise, knowing a student's temperament can help you craft appropriate learning opportunities. If a girl in your class is particularly distractible, you can support her efforts to concentrate by offering her a quieter area in which to work.   

DON'T

DON'T:

1. Don't assume that being kind and respectful to students to enough to bolster their achievements . Ideal classrooms has more than a single goal : in idea classrooms, teachers hold their students to appropriately high standards of academic performance and offer students an opportunity for an emotional connection to their teacher, their fellow students and teachers( e.g Gregory and Weinstein, 2004). 
2. Don't give up too quick on your efforts to develop positive relationships with difficult students. these students will benefit from a good teacher-students relationship as much or more then their easier- to-get-along with peers(Baker,2006).
3. Don't assume that relationships are inconsequential. Some research suggests that preschool children who have a lot of conflict with their teachers show increases in stress hormones when they interact with these teachers(Lisonbee, Mize, 2008;)   

DO

Do

1. Make an effort to get to know each students in your classroom. Always call them by their names and strive to understand what they need to succeed in school(Croninger and lee 2001)
2. Make an effort to spend time individually with each student, specially those who are difficult or shy.This will help you create a more positive relationship with them(Pianta, 1999; Rudasill, Rimm-kaufman, Justice and Pence, 2006).
3. Be aware of the explicit and implicit massages you are giving to your students(Pianta, etal  2001; Rimm-kaufmam etal ;2002). Be careful to show your student that you want them to do well in school through both actions and words.
4. Create a positive climate in your classroom by focusing not only on improving your relationships with your students (Charney, 2002; Donahue, perry and Weinstein, 2003).