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 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 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 Experiencias de diálogo entre maestro y estudiante: encuentros y desencuentros.

Katharsis ◽  
2015 ◽  
pp. 39
Author(s):  
Sofía Fernández Fuente ◽  
Marlon Yezid Cortés Palomino ◽  
Sammy Yhow Guerra ◽  
Eliud Hoyos Almario
Keyword(s):  
Student Teacher ◽  
School Context ◽  
Interesting Aspect ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Palabras Clave ◽  
Teacher Student Relationship ◽  
Teachers Experiences ◽  
Student Relationship ◽  
The Relationship

ResumenEl presente artículo hace parte de los resultados de la investigación “Concepciones de diálogo que tienen los maestros y maestras del Valle de Aburrá en la relación con sus alumnos en el contexto escolar”, en la que, luego del análisis de ocho entrevistas a profesores en todos los niveles de escolaridad, emergieron como producto, entre otras, tres categorías: Dialogamos para ayudar a los estudiantes, rostros del estudiante en el maestro, y el estudiante que sorprende al maestro. Categorías alrededor de las cuales gravitan las experiencias que estos profesores cuentan sobre los momentos de diálogo con sus estudiantes. Lo primero y más interesante de la investigación es evidenciar, de manera clara, que en muchas ocasiones en el vínculo maestro-alumno hay un supuesto: todos estamos de acuerdo en relación a qué es dialogar con los estudiantes. Desnaturalizar este supuesto es lo que se pretendió en esta investigación, al emerger de manera clara que en el vínculo maestro-alumno es necesario contar con que hay dos sujetos, y que, por lo tanto, la armonía no es precisamente lo que más se experimenta. Palabras clave: Diálogo, maestro, estudiante, psicoanálisis, experiencias,psicologización de la enseñanza. AbstractThis paper shows the finding of the research “Conceptions of dialogue with the teachers of Valle de Aburrá in the relationship with their students in the school context”, the analysis of the interviews conducted to eight teachers at all levels of education showed as a result, among others, three categories: Let´s engage students in dialogue, Student’s faces on the teacher and The student who surprises the teacher. Categories that tell teachers ´experiences about moments of dialogue with their students. The first and most interesting aspect of this research is to make clear, that in the student-teacher relationship exists a frequent assumption: We all agree in what dialogue with students is. This research was aimed to denature this assumption, showing in these findings that in the teacher-student relationship there are two subjects, and harmony is not precisely present in this relation. Keywords: Dialogue, teacher, student, psychoanalysis, experiences, teaching psychologizing. 

scholarly journals Análise dos relatos apresentados no XII ENEM

ForScience ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e00855
Author(s):  
Letícia Mara de Faria ◽  
Thais Oliveira Duque
Keyword(s):  
Student Teacher ◽  
Basic Education ◽  
Teaching Mathematics ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teaching Of Mathematics ◽  
Student Relationship ◽  
Teaching Learning ◽  
The Relationship

Sabe-se que o processo de ensino-aprendizagem na Educação Matemática envolve diversos aspectos, e, muitas vezes, a relação que o aluno tem com o professor pode causar barreiras para o aprendizado. Sob esse contexto, o presente artigo expõe uma questão importante: a relação professor-aluno, apresentando uma abordagem do porquê e de que maneira algumas tendências metodológicas de ensino da matemática podem influenciar na construção dessa relação, bemcomo discussões sobre tais tendências,a partir da busca por publicações referentes ao tema. As autoras analisaram os Relatos de Experiência, com base em tendências metodológicas do ensino da matemática, submetidos ao XII ENEM. Foi realizada, nesse sentido, uma análise quantitativa e qualitativa, e observou-se que está presente, nos relatos, a aproximação que as metodologias proporcionam na relação professor-aluno. Tal fato foi identificado em todos os níveis de ensino descritos nos relatos que abrangem toda a educação básica (Ensino Infantil, Ensino Fundamental e Ensino Médio), além da educação para Jovens e Adultos e oEnsino Superior. Ressalta-se a importânciada relação professor-aluno para que se alcance uma aprendizagem ativa e significativa, bem como se destacam definições e conceitos sobre as tendênciasResolução de Problemas, Etnomatemática e Uso de Jogos Matemáticos. Palavras-chave: Ensino-aprendizagem. Tendências Metodológicas. Relação Professor-aluno. XII ENEM. Educação Matemática.   Analysis of reports presented in the XII ENEM: the student - teacher relationship and the trends for teaching mathematics  Abstract  It is known that the teaching-learning process in Mathematics Education involves several aspects, and, sometimes, the relationship between student – teacher can lead to barriers in learning.In this context, this article brings an important issue, that is,the teacher - student relationship. It is presented an approach based on thereasons and how some methodological trends in teaching mathematics can influence the construction of this relationship, as well as trends based on publications on the topic. The authors analyzed the Experience Reports based on Methodological Trends in the teaching of mathematics, submitted to the XII ENEM. A quantitative and qualitative analysis was performed, and it was observed that the approximation in which the methodologies provide in the teacher-student relationship are presented in the reports. This fact was identified at all levels of advanced education in the reports that cover all basic education (kindergarten, elementary school and high school), in addition to education for young people and adults and higher education. The importance of the teacher-student relationship is emphasized in order to achieve active and meaningful learning, as well as definitions and concepts of such trends, namely, Problem Solving, Ethnomathematics and the use of Games. Keywords: Teaching-learning. Methodological Trends.Teacher-student relationship.XII ENEM. MathematicalEducation.

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.

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.

Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality

2021 ◽  
pp. 073428292110394
Author(s):  
Steven R. Chesnut ◽  
Daniel B. Hajovsky
Keyword(s):  
Preservice Teachers ◽  
Relationship Quality ◽  
Short Form ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Study Results ◽  
Teacher Student Relationship ◽  
Student Relationship

The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale; Pianta, 2001). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.

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.

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