Teachers’ perceptions of out-of-class communication, teacher-student relationship, and classroom environment

2018 ◽  
Vol 24 (1) ◽  
pp. 385-406 ◽  
Author(s):  
Amir Abd Elhay ◽  
Arnon Hershkovitz
Keyword(s):  
Classroom Environment ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Perceptions of Middle School Teachers on Technology Integration

2021 ◽  
pp. 16-32
Author(s):  
Inaya Jaafar ◽  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Using an interpretative phenomenological analysis, this research explored how technology affects the teacher-student relationship in the middle school classroom, and in addition, investigated the middle school teachers' perceptions of the teacher-student relationship when the technology was integrated. This chapter reports on data collected from 16 middle school teachers in Grades 6, 7, and 8 within one school district in northern New Jersey. The data sources included one-to-one semi-structured interviews and a focus group consisting of 10 out of the 16 middle school teachers from the various core subjects (English language arts, mathematics, social studies, and science). The data were analyzed by coding and generating themes in a qualitative approach as recommended in an interpretative phenomenological analysis.

scholarly journals Teacher-student interaction in the context of higher education

2021 ◽  
Vol 99 ◽  
pp. 01041
Author(s):  
Elena Makarova
Keyword(s):  
Higher Education ◽  
Teacher Development ◽  
Classroom Environment ◽  
Student Interaction ◽  
University Teaching ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teacher Student Interaction ◽  
Student Relationship

The article addresses the issue of teacher-student relationship in Russian higher education environment. The aim of the study is to identify challenges and problems faced by first- and second-year Russian students in interaction with university teaching staff and consider ways of solving them. The paper presents the analysis of student survey results, which contained closed and open-ended questions. Quantitative and qualitative research methods, applied in the study, allowed to confirm students’ needs for respectful attitude and teacher’s support. Respectful teacher’s attitude was found to be more significant for harmonizing classroom environment than teacher’s ability to effectively transfer subject-related knowledge. Recommendations on establishing balanced teacher-student relationship and minimizing anxiety in higher education settings are given. The findings are in relation to teacher development programmes and their potential in providing teaching staff with pedagogical and psychological knowledge for establishing cooperative teaching and learning. Suggestions for further research including teacher-student interaction from teacher’s perspective are outlined.

Teacher-Student Relationship in the Facebook Era

2015 ◽  
pp. 145-172 ◽  
Author(s):  
Alona Forkosh-Baruch ◽  
Arnon Hershkovitz
Keyword(s):  
Decision Making ◽  
Student Teacher ◽  
Social Networking Sites ◽  
Educational Beliefs ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Teacher Relationships ◽  
Teacher Student Relationship ◽  
Teacher Students ◽  
Student Relationship

The popularity of social networking sites has facilitated new modes of teacher-student communication, conveying the potential of changing teacher-students interaction. The goal of this chapter is to examine students' and teachers' perceptions of student-teacher SNS-based relationships in the Facebook era and to supply evidence that supports decision making. The authors present two studies involving secondary school Israeli students and teachers, examining the relations between Facebook-based student-teacher communication and student-teacher relationships. Findings suggest that Facebook communication may be beneficial but highlight conflicting issues. The authors discuss the implications of these studies, offering recommendations that include comprehensive support of teachers in developing new ICT literacies. They recommend further research as a means of providing educational policymakers and stakeholders with evidence to assist with informed decision making, as well as a means to empower teachers by allowing them to make decisions based on their educational beliefs.

scholarly journals Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

10.28945/4256 ◽  
2019 ◽  
Vol 15 ◽  
pp. 059-080
Author(s):  
Alona Forkosh Baruch ◽  
Arnon Hershkovitz
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Classroom Environment ◽  
Social Networking Sites ◽  
Instant Messaging ◽  
School Context ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teachers Perspectives

Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of teacher-teacher communication via Facebook, as perceived by teachers in secondary education. Background: Teacher-student relationship is key to teachers’ wellness and professional development and may contribute to positive classroom environment. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways teacher-student relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing responses to open-ended questions about this topic by middle- and high-school teachers’ all across Israel (N=180). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on teachers’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: Overall, teachers who were connected to their students de facto, as well as teachers who expressed a wish to be connected to their students, acknowledged the advantages of befriending their students on Facebook, in terms of both teacher- and student benefits. Teachers’ overall viewpoint on the negative aspects of Facebook-connections with students is multifaceted. As such, our findings highlight the complexity of using social networking sites by teachers. Recommendations for Practitioners: We recommend that educators who wish to extend the relationship with their student to online platforms do so wisely, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential draw-backs. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend that education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend that researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. The issues studied here should also be studied in different cultural contexts. We recommend broadening the research and making results available to policymakers when making decisions regarding social media in educational contexts. Impact on Society: Understanding teachers’ perspectives of their relationship with their students in today’s digital, networked world gives us a better understanding of the changing role of teachers; hence, it may assist in planning teacher training and professional development, with the ultimate goal of realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

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