scholarly journals Modeling and Analysis on Teacher-Student Relationship

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Li Xu ◽  
Qi Yang
Keyword(s):  
Discrete Model ◽  
Equation Model ◽  
Reciprocal Relations ◽  
Modeling And Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Sample Data ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

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

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. 

scholarly journals The Relationship Between Student Teacher's Relationship To The V Grade V's Student's Achievement Motivation Ibtidaiyah Madrasah Darussalam Jogosatru Sukodono

Academia Open ◽  
2021 ◽  
Vol 4 ◽  
Author(s):  
Dhany Aprilluto Eka Putra Dhany ◽  
Eko Hardi Ansyah
Keyword(s):  
Achievement Motivation ◽  
Sampling Technique ◽  
Statistical Technique ◽  
Teacher Student Relationships ◽  
Fifth Grade Students ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

This research is motivated by the low achievement motivation of students such as not doing homework on time, not doing assignments in class on time. This study uses a quantitative approach. The type of research used is correlational which aims to determine the relationship between variables, namely the relationship between teachers and students with achievement motivation. The sampling technique in this study used a saturated sampling technique, namely 30 students of class V Madrasah Ibtidaiyah Darussalam Jogosatru Sukodono. The instrument used in this study was a questionnaire. The technique used in this research data analysis is statistical technique using Pearson Product Moment correlation calculation. with the help of SPSS 17.0 software for windows. Based on the test results obtained a correlation coefficient of 0.639 with a significance of 0.001 (<0.05). In conclusion, the hypothesis is accepted, that there is a positive relationship between teacher-student relationships and achievement motivation in fifth grade students of Madrasah Ibtidaiyah Darussalam Jogosatru Sukodono. This means that the higher the teacher-student relationship, the higher the student's achievement motivation, and vice versa

scholarly journals The Ingroup–Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender

2021 ◽  
Vol 12 ◽  
Author(s):  
Matías Arriagada-Venegas ◽  
David Pérez-Jorge ◽  
Eva Ariño-Mateo
Keyword(s):  
Demographic Variables ◽  
High Status ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
And Gender ◽  
Student Relationship ◽  
Ingroup Outgroup ◽  
Practical Implications ◽  
Analyze Data

The aim of this study is to examine whether gender and status moderate the teacher–student relationship (TSR) and the perception of dehumanization in teachers and students. A total of 528 participants from a university in Laguna (74% students and 26% professors) completed a questionnaire based on the TSR scale, organizational dehumanization, and demographic variables. PROCESS, a mediation and moderation package, was used to analyze data. The results indicated that ingroup–outgroup relationship significantly influences the perception of organizational dehumanization (p &lt; 0.001). In addition, gender (p &lt; 0.001) and status (p &lt; 0.001) have moderating roles. Specifically, female students are at most risk of perceiving themselves dehumanized, and males with high status (teachers) are less vulnerable to dehumanization. These findings are highly significant for the advancement of knowledge of the intergroup relationship and organizational dehumanization and have practical implications for teachers and students.

scholarly journals The academic climate and student-teacher relationship as determinants of academic motivation

2020 ◽  
Vol 11 (1) ◽  
pp. 34-46
Author(s):  
Ruxandra Toma
Keyword(s):  
Academic Motivation ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Academic Climate ◽  
Teacher Student Relationship ◽  
Career Anxiety ◽  
Academic Amotivation ◽  
Student Relationship ◽  
The University ◽  
The Relationship

In this study we focus on the university students and the factors that influence their academic motivation. The participants were 202 students from different universities and specializations, 167 females and 35 males, aged 18-31 years, M = 21.33, SD = 2.15. We used Perceived Academic Climate Scale (Felner, 1993), Teacher-Student Relationship Scale (Brinkworth et al., 2018), and Academic Motivation Scale (Vallerand et al., 1992). Our objective was to identify the relationship between academic climate, teacher-student relationship (TSR), and academic motivation in the university environment, and to investigate the influence of the career anxiety on the academic motivation of students. The results show that anxiety regarding future career can moderate the relationship between school climate and academic amotivation and also between TSR and academic motivation.

scholarly journals Rumi, Sufi spirituality and the teacher–disciple relationship in Elif Shafak’s The Forty Rules of Love

2020 ◽  
Vol 29 ◽  
Author(s):  
William Gray
Keyword(s):  
Artistic Expression ◽  
The Novel ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Anglophone World ◽  
Western Esotericism ◽  
The Relationship ◽  
The Way

In William Patrick Patterson’s Struggle of the Magicians, a detailed study of the relationship between the prominent figures of Western esotericism, G. I. Gurdjieff and P. D. Ouspensky, he writes ‘Only in a time as confused as ours could one think that the teacher–student relationship – an archetypal and sacred form – exists as an option, rather than a necessary requirement, a station on the way’ (1997: 92). My paper examines the numerous ways in which the famous teacher–disciple relationship that existed between Muhammad Jalal ad-Din, known to the anglophone world as Rumi, and his spiritual guide and mentor, Shams of Tabriz, is represented in Elif Shafak’s novel The Forty Rules of Love (2010) and how her depiction of this relationship is predicated upon her knowledge of, and belief in, the general principles of what can be termed ‘Western Sufism’. Although she had previously thematised elements of Sufi dialectics in her earlier fiction and clear, if minor, references to Sufi philosophy permeated novels such as The Bastard of Istanbul (2007), Shafak’s fascination with the teachings of Rumi and Shams of Tabriz reaches its culmination and most significant artistic expression in The Forty Rules of Love. Published in 2010, the novel situates a fictionalised representation of the relationship between Rumi and Shams at the centre of the narrative and provides an overt depiction of the emanationalist, perennialist and universalist ethics contained within Sufi dialectics. In addition, given that Shafak’s text represents one of the more prominent and commercially successful contributions to what Amira El-Zein (2010: 71–85) has called ‘the Rumi phenomenon’ my paper examines how, in privileging the aesthetics and the interests of American readers over conveying a more complete and more nuanced image of Sufism, Shafak succumbs to the oversimplification and decontextualisation of Rumi’s teachings perpetrated by the Western popularisers of his work.

scholarly journals The Dimension of the Teacher-Student Relationship: Frequent Language and its Conditioning Factors

2021 ◽  
Vol 10 (1 (19)) ◽  
pp. 83-99
Author(s):  
Marta Blanco Navarro
Keyword(s):  
School Context ◽  
Pedagogical Knowledge ◽  
Conditioning Factors ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Interdisciplinary Methodology ◽  
Student Relationship ◽  
Interpersonal Dimension ◽  
The Relationship

In our paper, we approach the question of the relationship between a teacher and a student from an interdisciplinary methodology that integrates philosophical, ethical, and pedagogical knowledge. Starting from a notion of a person as being open to reality and constitutively religated to it, we wish to discern how to establish adequate relationships with each of the individuals existing within it. Specifically, we focus on the interpersonal dimension that can be established in a school context. As a result of this reflection, we propose a series of guidelines in relation to some linguistic expressions, to be carried out according to the student’s own understanding.

scholarly journals An Investigation of Teacher-Student Relationship in Islamic History of Education

2017 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Muhammad Zulqarnain
Keyword(s):  
Personality Development ◽  
History Of Education ◽  
Oral Communication ◽  
Islamic History ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
History Of ◽  
Student Relationship ◽  
Healthy Relationship

Abstract This paper is an attempt to explore the nature of the relationship between teachers and students in Islamic history of education. The research was triggered as a result of investigation that highlighted disappointing teacher-student relationship in contemporary education system. By employing descriptive and qualitative research method the study established that teacher-student relationship had been given an astonishing milieu in Islamic history and was considered one of the core causes for education par excellence. This relationship was based on care, sympathy, mutual understanding, cooperation and common respect. It was concluded that this healthy relationship enhanced class participation, confidence, critical thinking, research and oral communication skills including in areas of interpersonal skills and personality development of the students. The research, therefore, recommends establishing healthy relationship among students and teachers by captivating direction from Islamic history of education since it is perceived not only to improve quality of education but also to equip learners with additional competencies.   Abstrak Artikel ini adalah sebuah percobaan untuk meneliti hakikat hubungan antara guru dan siswa dalam sejarah pendidikan Islam. Penelitian dipicu sebagai hasil dari investigasi yang mengarisbawahi hubungan buruk antara guru dan siswa dalam sistem pendidikan yang kontemporer. Dengan menggunakan metode penelitian deskriptif dan qualitatif, studi membentuk bahwa hubungan guru-siswa sudah diberikan lingkungan pergaulan yang mengherankan dalam sejarah Islam dan dianggap salah satu akar penyebab persamaan mutu pendidikan. Hubungan ini terbangun atas dasar perhatian, simpati, saling memahami, kerjasama dan menghormati. Hal tersebut disimpulkan bahwa hubungan yang sehat ini meningkatkan partisipasi kelas, kepercayadirian, berpikir kritis, penelitian dan kemampuan komunikasi secara lisan termasuk dalam ranah kemampuan interpersonal dan pengembangan diri siswa. Oleh karena itu, penelitian ini merekomendasikan untuk membangun hubungan yang sehat antara siswa dan guru dengan mengarahkan arahan dari sejarah pendidikan Islam karena dianggap tidak hanya untuk meningkatkan kualitas pendidikan, tetapi juga untuk membekali siswa dengan kompetensi tambahan.   How to Cite : Zulqarnain, M. (2017). An Investigation of Teacher-Student Relationship in Islamic History of Education. TARBIYA: Journal of Education in Muslim Society, 4(1), 13-21. doi:10.15408/tjems.v4i1. 5317. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.5317

scholarly journals A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS

2016 ◽  
Vol 3 (1) ◽  
pp. 119
Author(s):  
Laura Elvira Prino ◽  
Tiziana Pasta ◽  
Francesca Giovanna Maria Gastaidi ◽  
Claudio Longobardi
Keyword(s):  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Autism Spectrum ◽  
Learning Disorders ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Spectrum Disorders ◽  
Student Relationship ◽  
The Relationship

Abstract:The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance.Keywords: student-teacher relationship, pupils with special needs, autism spectrum disorders, Down’s syndrome, learning disorders, attention-deficit and hyperactivity disorders

scholarly journals Relation Affective Entre Apprenant-Enseignant: Cas De Certains Lycees De Cȏte d`Ivoire

2016 ◽  
Vol 12 (22) ◽  
pp. 150
Author(s):  
Djelle Opely Patrice Aime
Keyword(s):  
Learning Process ◽  
Human Beings ◽  
Student Knowledge ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Good Learning ◽  
Student Relationship ◽  
Atmosphere Environment ◽  
The Impact

This article is meant to work on teacher-learner relationship and the outcomes of the student-knowledge. The aim is to determine the impact of the teacher-learner relationship on the good atmosphere on creating a good learning environment in the learning process. The assumption is that teacher’s positive attitude toward learners always favours a good learning atmosphere environment. Our methodology will be based on semi directive interviews, questionnairs and inquiries on the class beginning atmosphere, classroom chronicles and evaluations meant to teachers and students in some middle schools and high schools schools in Côte d’Ivoire. The results tell us that emotion in teacher-student relationship plays various roles in the reasoning-learning process, for « they are the heart of human beings mental life ».

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