Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students

Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.

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Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

Journal of Accounting and Finance in Emerging Economies ◽

10.26710/jafee.v7i1.1568 ◽

2021 ◽

Vol 7 (1) ◽

pp. 93-101

Author(s):

Bakhtawer Nasrullah ◽

Ghulam Fatima ◽

Dur e Nayab

Keyword(s):

Public Sector ◽

Primary School ◽

Structured Interview ◽

School Principal ◽

School Level ◽

School Teachers ◽

Primary School Teachers ◽

New Knowledge ◽

Teachers And Students ◽

The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

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Views of Primary School Teachers and Students about The Interactive Whiteboard

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2015.04.099 ◽

2015 ◽

Vol 186 ◽

pp. 1289-1297 ◽

Cited By ~ 2

Author(s):

Nese (Isık) Tertemiz ◽

Demet Sahin ◽

Beyhan Can ◽

Serkan Duzgun

Keyword(s):

Primary School ◽

Interactive Whiteboard ◽

School Teachers ◽

Primary School Teachers ◽

Teachers And Students

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Teacher - Student Relationships in Court - Mandated Adult Education: A Phenomenological Study

The Qualitative Report ◽

10.46743/2160-3715/2013.1555 ◽

2015 ◽

Author(s):

Ron Mottern

Keyword(s):

Adult Education ◽

Correctional Education ◽

Phenomenological Study ◽

Community Corrections ◽

Student Relationships ◽

Teacher Student Relationships ◽

Teacher Student ◽

Teachers And Students ◽

Court Mandated ◽

Considerable Body

While there is a considerable body of literature on adult correctional education, this literature almost exclusively deals with teachers and students working within incarceration settings, where students are in jail or prison. There is a lack of research on the experiences of teachers working with students who are a part of the correctional system but are placed within the community , i.e., community corrections. In this study the author examines the experiences of teachers working with court - mandated, community corrections students in GED/ABE programs. Seven adult education teachers share their experiences in this phenomenological study. The findings of the study indicate a special relationship, a chiasm, between teachers and students. Implications of this chiasm, an experience described by Merleau - Ponty, are explored.

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MEMBINA HUBUNGAN YANG POSITIF ANTARA GURU DAN SISWA DI MASA PANDEMI DI PKBM X, BOGOR

Prosiding SENAPENMAS ◽

10.24912/psenapenmas.v0i0.14987 ◽

2021 ◽

pp. 183

Author(s):

Hana Talita Margijanto ◽

Margaretha Purwanti

Keyword(s):

Positive Interactions ◽

Learning Situation ◽

Student Relationships ◽

Teacher Student Relationships ◽

Teacher Student ◽

Teacher Student Relationship ◽

Teachers And Students ◽

Student Relationship ◽

Teacher's Knowledge ◽

The Relationship

The COVID-19 pandemic dramatically reduced direct interactions between teachers and students during learning hours. As a consequence, teachers struggle to gauge the student’s ability and cannot fully understand the learning situation at home for each student, especially adolescents. This was experienced by PKBM X who since the pandemic has had profound trouble to reach out to their students. PKBM X is a non-formal high school that upholds the values of equality and democracy, and teachers bear a role to understand the condition of each student and try to help whenever necessary. However, according to interviews, some teachers are unsure about how to establish a relationship with students, especially in this time of pandemic. There are also teachers who are too involved emotionally with the student’s problems, to a point where they feel emotionally burdened. Utilizing the problem tree analysis, it is concluded that the relationship between teachers and students isn’t optimal. To that end, a training was designed to inform participants about positive teacher -student relationship, especially during pandemic. With this knowledge, teachers realized the importance of positive teacher -student relationships and how to initiate positive interactions in times of pandemic. Not only that, teachers are also taught to manage their expectations about the teacher -student relationship, so that teachers continue to provide support without being personally affected if the student is not easily approached. After the training, teacher’s knowledge about the positive teacher-student increased, and teachers were able to develop action plans for their students.Pandemi COVID-19 membuat interaksi langsung di jam belajar mengajar antara guru dan siswa berkurang. Guru menjadi sulit mengetahui pemahaman dan keadaan siswa.. Hal ini dialami oleh PKBM X yang sejak masa pandemi merasa sulit untuk menjangkau siswa. Padahal, PKBM X adalah sekolah yang menjungjung tinggi nilai kesetaraan dan kekeluargaan, dan guru memiliki peran untuk mengetahui kondisi siswa dan berusaha membantu. Hanya saja, berdasarkan wawancara, sejumlah guru ragu bagaimana menjalin interaksi dengan siswa, terutama di masa pandemi ini. Ada juga guru yang malah terlalu terlarut dengan masalah siswa, sehingga merasa terbeban secara emosional. Dengan metode analisis pohon masalah, ditemukan bahwa hubungan guru dan siswa di PKBM X pada saat ini kurang optimal. Untuk itu, dirancanglah sebuah pelatihan seputar pengetahuan membina hubungan guru dan siswa yang positif, terutama di masa pandemi ini. Dengan pengetahuan ini, guru diharapkan dapat menyadari pentingnya hubungan guru dan siswa yang positif serta bagaimana memulai interaksi positif di masa pandemi. Tak hanya itu, guru juga diajak untuk mengelola ekspektasi tentang hubungan guru dan siswa yang positif, sehingga guru tetap memberikan bantuan terbaiknya tanpa terdampak secara personal jika kondisi siswa tidak mudah dijangkau atau didekati. Melalui pelatihan ini, pengetahuan guru tentang hubungan guru dan siswa meningkat, dan guru dapat menentukan rencana aksi yang dapat mereka lakukan untuk siswa di PKBM X.

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