scholarly journals Teacher-Student Relationships as a Factor of Successful Learning Activity in Schoolchildren

2017 ◽  
Vol 22 (5) ◽  
pp. 39-47 ◽  
Author(s):  
A.S. Fomichenko
Keyword(s):  
Academic Performance ◽  
Emotional Support ◽  
Individual Characteristics ◽  
Learning Activity ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
The Relationship ◽  
Reliable Basis

This paper reviews how teacher-student relationships affect the success of learning activity in schoolchildren. Outcomes of Russian and foreign studies suggest that positive relationships between teachers and students are critically important for successful learning at school. The paper thoroughly analyses individual characteristics of teachers. It is emphasized that some of these characteristics (such as emotional support and academic guidance) can act as a reliable basis, encouraging students to engage more fully in learning activities and to achieve high academic performance. It is argued that the assumption according to which the relationship between teachers and students is a significant motivational factor in academic performance is still relevant. The paper describes the effect of teacher expectations on student achievement and concludes with several important notes concerning the discussed problem of teacher-student relationships and their impact on the success of learning activity.

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 Dampness and student-reported social climate: two multilevel mediation models

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Eerika Finell ◽  
Asko Tolvanen ◽  
Juha Pekkanen ◽  
Timo Ståhl ◽  
Pauliina Luopa
Keyword(s):  
Indoor Air ◽  
Social Climate ◽  
School Level ◽  
Data Sets ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Mediational Models ◽  
The Relationship ◽  
Perceptions Of School

Abstract Background Little previous research has analysed the relationship between schools’ indoor air problems and schools’ social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students’ perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship. Methods The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models. Results After the background variables were adjusted, schools’ observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools’ observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006). Conclusions Problems in a school’s indoor environment may impair the school’s social climate to the degree that such problems decrease the school’s perceived IAQ.

Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners

1992 ◽  
Vol 17 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Timothy J. Landrum
Keyword(s):  
Regular Education ◽  
Teacher Characteristics ◽  
Student Relationships ◽  
Interactional Model ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Coercion Theory ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Interactional Analysis

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.

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

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.

scholarly journals Freire, dialogic feedback, and power issues

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Rosaria Indah
Keyword(s):  
Medical Education ◽  
Community Based ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Feedback Quality ◽  
Teachers And Students ◽  
Feedback Delivery ◽  
Post Disaster ◽  
Do So

The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts.  This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.

scholarly journals Teacher-Students’ Relationship and Students’ Academic Performance in Public Secondary Schools in Magu District, Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Demetria Gerold Mkulu
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Freedom Of Expression ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Teacher Students ◽  
Descriptive Survey ◽  
School Heads

This study explored the influence of teacher – students’ relationship on students’ academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher–students’ relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher - students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher- students relationships poor teacher – student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher – students relationships will be maintained

Teacher-Student Relationships

Education ◽  
2020 ◽  
Author(s):  
Mere Berryman
Keyword(s):  
The Self ◽  
Education Systems ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Common Thread ◽  
Teachers And Students ◽  
Effective Relationships ◽  
Education And Society ◽  
Learning Institutions

This review responds to a number of questions, including: What is known about teacher-student relationships? What about teacher-student relationships makes them effective and successful? How do effective relationships ensure that teachers and students can face the daily challenges in todays’ education systems and also in wider society? How might these relationships contribute to future proofing our societies against the global crises that have become our collective reality? Discourses related to relationships are often used as though there are collective understandings. However, much of the praxis—the policies, pedagogies, and testing regimes—found in learning institutions still protect and privilege some students over others, and the gaps in education and society continue to widen. This bibliography will show that teacher-student relationships continue to be widely researched; that early philosophical understandings grounded in relationships of equality and freedom have intergenerational interest and traction; and that relationships can take many forms, with some forms of teacher-student relationships resulting in more productive outcomes than others, and some forms actually doing harm. The scholars included in this entry are engaging in the types of relationships where “critical” questions increasingly sit at the forefront of learning and schooling. They are interested in contexts for learning where all learners are respected and able to bring their own experiences, their solutions, and their potential to the table, and from which collective growth and benefit can ensue. Among this common thread there is a diversity of worldviews, with knowledge that may yet be untried or untested. These citations provide insights into the kinds of teacher-student relationships that can help us learn more deeply about the profession by beginning with the self.

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