Importance of Positive Student-Teacher Relationships
There has been many resources proving how student-teacher relationships and the ways teachers teach affect the students in their classroom personally and academically. Amy Boyes article “Strong Connections: Building Positive Teacher-Student Relationships Based on Personality Types, Learning Styles, Methods Of Communication And Contrasting Perspectives,” She writes about how important it is for a teacher to understand the different types of learning abilities like Visual learners, Aural learners, and kinesthetic learners. Thus, gaining a better understanding of the students as an individual and creating a better and healthier learning environment. Boyes also mentions if a teacher is only comfortable teaching a certain way, there is a high chance that the students who do not understand the teacher’s way of instruction become frustrated and have a dissatisfied learning experience. The article encourages teachers to expand their knowledge on different ways of teaching so students with different learning abilities can all understand in a variety of ways.
Personally, this article is crucial in my opinion, and I firmly believe all teachers and future teachers should take the time to read it. When a teacher takes the time to incorporate the different ways of learning a lesson can make a huge difference in a student’s learning and may lead to their grades increasing. For example, I am a visual learner I tend to learn better when I physically see what is being taught. Sometimes I need to watch someone else do a question before I can fully understand how to do the question myself. Thus, if a teacher only teaches a lesson verbally and doesn’t show how to do the problem step by step, I begin to become frustrated and not understand the lesson. In some situations, if a student does not learn and the teacher does not expand to another way of teaching the lesson, some student may give up and not try at all. So, it is critical for teachers to develop their knowledge and learn the different ways of teaching so that it creates a healthy learning environment for all students.
“Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships” by McHugh, Rebecca Munnell; Horner, Christy Galletta; Colditz, and Jason B is an article highlighting the reasons why students are dropping out of school and how the student’s relationship with the teacher affects their personal learning. The article also analyses that teachers have an enormous impact on each student’s behavior and attitude. The article also mentions the reality that some students may have had counterproductive experiences with their past teachers, whether it be racial, gender inequality or any other type of discrimination, and being treated differently. The experience with unfair treatment by one teacher may be traumatizing it affects the students’ self-esteem and confidence and may affect the student’s ability to learn from other teachers. Students who experienced neglect from their teachers also tend not to be as involved or not at all in the extra curriculum. Whereas students who have a strong bond with their teachers have higher grades and are more involved with school activities, therefore they tend to enjoy school a lot more.
Most of the time the way a student behaves a lot to do with how the teacher treats the student and vice versa. If a student is feeling attacked or singled out by the teacher, it affects the students learning and is unfair. It is not only unfair for the student who is being attacked but sometimes for the rest of the class. If one student or a group of students are being, the only ones attacked the rest of the class notices. When a teacher is always singling out a student or treats the student differently, the class realizes it and distracts them from their learning. As well as when a student has gone through being singled out especially at a young age, they tend to believe all their teachers are the same and feel neglected and helpless. When a student experiences a good relationship with their teacher, they tend to want to be more involved in school activities because they have built that real correlation and environment. The students want to be in that positive atmosphere all the time and enjoy, so they join school clubs and such. The kids who have built a real environment also have better grades than the ones who feel neglect. Thus, the student-teacher relationship healthy or unhealthy affects the student personally and academically.
“Teacher Role Breadth and its Relationship to Student-Reported Teacher Support” by Kate L. Phillippo and Susan Stone. This article focuses on how teachers can contribute to students’ academic achievement, and the relationship between teacher’s role “breadth” which Phillippo and Stone define as “the extent to which teachers include the social and emotional support of students in their definition of their professional responsibilities—and students’ perception of teacher support.” The shows the findings of recent studies showing the importance of a teacher’s influence academically on students as individuals and the experiences of teacher support personally.
What I like about this article is that it highlights how a teacher’s job is not always to teach but to learn about the students on a personal level. A teacher needs to be there for their students professionally and personally. For your students to succeed the teacher needs to be able to build an understanding of what is going on at home. As well as learn to know when a student is struggling especially at younger ages. This reminds me of when I was in elementary school, one of my teachers did not realize I was not getting the lessons, and I was too intimidated and shy to ask for help (I was in grade one). She either did not care or did not notice. When it came to final grades, I was sitting at a failing grade, but she Mercy passed me when I had a little understanding of most lessons in that class. Because of this, I struggled with many grades because I did not understand the first steps and they kept putting me into higher grades. I was struggling and stressed, and no one seemed to care. My parents tried to get me help but could not do much. Had my teacher and I build a relationship I maybe could have passed with a better understanding. It is critical to have that relationship, so the student does not feel intimidated to ask for help, and so the teacher can learn when to know if a student is falling behind but is too nervous to ask for help.
“Relationships Matter: Linking Teacher Support to Student Engagement and Achievement” by Klem, Adena M: Connell, James P writes on teacher support, student engagement, commitment, and academic achievement. The article concludes that students who feel their teacher has created a positive atmosphere and make them feel cared for are likely to be engaged more often in school. The article highlights how students need to feel teachers are involved with them, that adults in the school care about them. When students feel they have a relationship with their teacher they, have a positive academic attitude and are happy with the school. How students become more disengaged from school as the move from elementary school to high school. As well as how engagement in education improves school performance. Whereas students who are not as engaged are at risk for bad behavior in class, skipping class, and or dropping out of school.
I believe that for a student to succeed teacher need to make their students feel like their teacher cares about them. By showing interest in the students they tend to become more motivated, confident, and they challenge themselves academically. If the students have anxiety or feel overwhelmed by anything, a caring teacher may help them calm down and comfort them. Alternatively, if they have issues at home the student has someone to talk to an adult whom they can trust. When the students have that connection with their teacher, the students want to come to school and become more involved in school activities. If the students love their teacher or feel cared about, they want to impress their teacher, or they tend to be more focused on the teacher when being taught a lesson. When students feel distant from a teacher or dislike the teacher for some reason, they tend not to listen or visit with friends.
All the articles mentioned have to do with student-teacher relationships how significantly teachers impact their students personally and academically. The first article says how for all students to learn their teacher may need to learn different ways to teach one lesson. Every student has a different way of learning, and it may be hard for them to understand verbal lessons when they are visual learners. It is not fair to the students if their teacher is only teaching in ways, they are comfortable and not ways the students can learn. The second article mentions how the past affects the future if a student has had a traumatizing past with a teacher whatever that I am it affects how they see their future teachers. As well if a student is being singled out or attacked in a verbal way by a teacher, it does not just distract that student the whole class becomes unfocused and realizes the one student being singled out. The third and article are similar in the sense that when teachers show compassion towards a student, it makes them feel comfort and confidence. When a teacher shows, support for their student studies indicates that the student may become more engaged in school and have a positive attitude academically. The key point in all articles is that when teachers show they care for their students, it creates a positive atmosphere and makes your students feel comfortable. When a teacher connects with their students, it builds trust, when their students’ needs help, they feel more confident asking for help. When a teacher shows support and that they care students become engaged and their grades begin to increase.
Boyes, A. (2013). Strong connections: Building positive teacher-student relationships based on personality types, learning styles, methods of communication and contrasting perspectives. MTNA e-Journal, 4(3), 23-34.
McHugh, R. M., Horner, C. G., Colditz, J. B., & Wallace, T. L. (2013). Bridges and barriers: Adolescent perceptions of Student–Teacher relationships. Urban Education, 48(1), 9-43. doi:10.1177/0042085912451585
Phillippo, K. L., & Stone, S. (2013). Teacher role breadth and its relationship to student-reported teacher support. The High School Journal, 96(4), 358-379. doi:10.1353/hsj.2013.0016
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273. doi:10.1111/j.1746-1561.2004.tb08283.x