The Positive Teacher Student Relationship

The teacher needs to understand that in many schools, especially in big cities like Los Angeles, children come from different cultures and backgrounds. A teacher then needs to understand the value of the students' senses of belonging, which can be of greater value and build self worth for minority students. If the teacher demonstrates an understanding of the student’s culture, it will provide a better understanding between the teacher and the student. Though there are students who have a difficult time in school and according to David Thomas essay, “The Mind of Man” states, “children who are yelled at feel rejected and frightened because a teacher shouts at them” (Thomas 122). The example above demonstrates the feelings the child has towards the teacher leading to inhibiting the child from learning. The reasons for children to be yelled at vary from teacher to teacher, but shouting should not be the solution for children who find education a difficult process or simply lack of learning experiences, but sometimes teachers find yelling at the child as the only quick solution.
Therefore, those teachers who demonstrate respect towards their students, automatically win favor by having active learners in their classroom. The arrogant or offensive teacher will lack these positive qualities due to his or her lack of control over the children. Teachers should assert that they should also be treated with respect and their responsibilities to ensure that students treat each other with kindness. According to the Jones, “teachers are encouraged to blend their warmth and firmness towards the students in their classroom, but with realistic limits” (111).
Another point, I have often found critical, are the number of times the teacher does not correct the students who find calling names to their classmates amusing. Children who are teased or bullied by other children find themselves being victimized by their peers. Children who have become victims of this nature find learning difficult. They will be stressed out not only by trying to achieve academically, but also because the names they have been appointed by their classmates are destructive, demeaning, and destroy self esteem. Therefore, it is important for teachers to have children respect each other. Usually, a type of lesson involving with self-esteem can be an excellent activity for children who are involved in this destructive nature.
Teachers who are in a classroom everyday have experienced one time or another the student(s) who are disruptive and/or find learning boring. Teachers understand that if this behavior continues in the classroom and if they do nothing to prevent this from happening, the outcome proves to be disastrous for both types of participants. The student will conclude that his or her behavior is permissible, and will draw away from learning, therefore it is essentially important for the teacher to explain to the child the importance to learn. Though we understand that learning cannot be forced. Learning becomes a process for an individual where he or she feels comfortable with learning whether it’s in a classroom or at home. Mike Rose explains in “Lives on the Boundary” that “It is what we are excited about that educates us” (106). Rose’s quote can be applied to children at an early age, just as well as it can be applied to adults.
Definitely children learn when they enjoy learning, but also they need some control over the teacher (s) decisions. “Authoritarian control is often destructive to students who are in the primary grades, and eventually upper grades teachers have difficulty dealing with children who were taught with an authoritarian teacher” (Jones 215). Children in primary grades feel the urge to talk about their problems, fears, or even show their knowledge, but at the same time they want to be listened too. The student will feel valued and respected. Students feel flattered when the teacher eventually gives them the option of contributing, or in other words the teacher asks for an opinion, which is usually not offered to the students. The teacher(s) does not have to give up all their control, rather teachers share control with students and encourage interactions that are determined by mutual agreement.
For teachers conducting a classroom and shaping the minds of the young students, teachers who communicate effectively with their students should give appropriate and helpful feedback to their students. Interaction between the student and teacher becomes extremely important for a successful relationship through the entire time of a school year. A close, but limited relationship between the student and teacher can be helpful for those students who are shy, and find speaking in front of the classroom difficult or children who have low self-esteem. The tension these students hold in a classroom will have the confidence they had always wanted, but never achieved due to not having a good relationship with the teacher.

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.

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.         

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.

Cognitive domain

COGNITIVE DOMAIN

Quotes

1. COGNITIVE DOMAIN

In the cognitive domain there are six levels (blooms, 1956).

• KNOWLEDGE
• COMPREHENSION
• APPLICATION
• ANALYSIS
• SYNTHESIS
• EVALUATION

KNOWLEDGE

Knowledge is the lowest and least complex level. Which involves the acquisition and recall of facts, such as names, dates, terms and definition.

   comprehension 

The second level is comprehension and this means the ability to understand material. It involves interpretation, translation, explanation, and prediction.

Application

The third level is application which is to use ideas and principals in a new situation, such as, solving problems.

Analysis

The fourth level is analysis, this is the ability to identification  parts of whole through such processes as analyzing comparing contrasting and classifying.

Synthesis

The fifth level is synthesis . This is the ability to put parts together in order to make a whole. Synthesis usually involves such processes  as planning creating , constructing and predicting.

Evaluation

 The last, deepest, and most complex, level of thinking is evaluation. This involves the making of judgments about particular matters or issues.

PSYCHO MOTOR:

Learning objectives in the psycho motor domain has also been arranged in different levels
(Harrow, 1972)

1. At the lowest level are reflex level are reflex movements which are involuntary or instructive movements such as tensing or blinking.
2. Reflex moments are followed by basic fundamental movements such as, crawling, walking, and jumping.
3. The third level relates to perceptual abilities and involves the translation of information received through the five senses into movements, for example, catching a ball, and printing a letter on alphabet.
4. The next level relates to physical abilities such as endurance ,strength, flexibilities, and agility. These physical abilities are necessary for the development of the fifth level, skilled movements. Skilled movements involve activities common to areas such as, games and music
5. The highest level is non-discursive communication which is communicating skillfully through physical movements as in mime or dance.
   

   Affective Domain

   In affective domain there are five levels of objectives (Krathwohl.(Bloom&Masior).
   
   1. The lowest level is receiving which means passive listing or attending. 
   2. The second level is responding which is showing the willingness to be involved. 
   3. valuing is the third level and this indicates involvement, commitment or seeing worth in something.
   4. Organizing, the fourth level is more long term and involves integrating a new value into a personnel set of values.
   5. The highest and complex level in the affective domain is characterizing by value. This means all the previous levels have been taken in and a person is prepared to act consistently on the basis of value.

List of verbs

Domains:Cognitive

Knowledge:

Define, Recall, Tell, Label, Describe, Name, Locate, Underline, List,Show, Relate, Select, state, Write, Acquire, Recite, Identify, Match, Outline, Measure.

Comprehension:

Explain, illustrate, distinguish, interpret, infer, summarize, compare, estimate, represent, contrast, give an example of, read, specify, indicate.
Application:
Use, mark, change, calculate, demonstrate, construct, perform, compute, apply, predict, order, solve, find, manipulate.
Analysis:
Analyze, classify, differentiation, diagram, break down, discriminate, categorize, compare, relate, detect, contrast, sub divide, hypothesis, separate, select.
synthesis:
 Create, combine, categorize,develop, compose, produce, devise, plan, relate, explain, design, conclude,organize.
Evaluation:
Choose, discuss, criticize, decide, judge, support, evaluate, debate, determine, compare, consider, contrast, justify, assess, defend.

Psycho motor:

Reflex:
Learning objectives are not usually written at this level fundamental movements, crawl, run, jump, reach, change, direction.
Perceptual abilities:
catch, write, balance, distinguish, manipulate.
Physical abilities:
Stop, increase, move quickly, change, react.
Skilled movement:
Play, bit, swim, dive, use.
Non-discursive communication:
Express, create, mime, design, interpret.

Affective:

Receiving:
Listen, describe, accept, follow, be aware, ask attend, show, receive, locate.
Responding:
Answer, assist, state, discuss, participate, tell, obey, present, write, enjoy.
Valuing:
Accept, appreciate, recognize, join, participate, share, develop, initiate, decide, work.
Organization:
Organize, alter, relate, arrange, judge, combine, formulate, prepare, associate, defend.
Characterization:
Manipulate, act, demonstrate, question, decide, practice, use, perform, change, display.