scholarly journals Teacher-Student Relationships in Diverse  New Zealand Year 10 Mathematics Classrooms:  Teacher Care

2021 ◽  
Author(s):  
◽  
Robin Averill
Keyword(s):  
New Zealand ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Well Being ◽  
Effective Teacher ◽  
Student Relationships ◽  
Teacher Care ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Caring Teacher

<p>Teacher-student relationships are considered influential for academic achievement and motivation, particularly for students of minority and low socio-economic groups. Teacher care is an essential component of effective teacher-student relationships. This study examined factors that contribute to developing and maintaining caring teacher-student relationships in low socio-economic multicultural classrooms (Maori, Pasifika, New Zealand European). Three areas of teacher care were explored: care for students as individuals, their mathematical progress, and for students as culturally located individuals. The sample comprised three urban schools, one class and one teacher in each school for each of two years (six Year 10 mathematics teachers and their classes in total). Three data collection periods were used: the initial four weeks of the school year, and two weeks late in each of school terms 2 and 3. Each data collection period included classroom observations, teacher and student interviews, and teacher and student questionnaires. Within a holistic context of classroom well being, characteristics of caring teacherstudent relationships were found to fit within four dispositional aspects (liking, respecting, and being tolerant of each other, and being able to reflect one's personal identity), and four themes (knowing each other as people, knowing each other as learners, knowing each other's cultures, and enhancing feelings of cultural identity). Specific classroom practices found to be supportive of respectful caring teacher-student relationships included using humour, one-to-one teacher-student interactions, making opportunities for sharing personal identities, and expecting mathematical progress. Mixed results were obtained regarding how deeply students value their heritage cultures, whether or not they believe these are well reflected in their schools and classrooms, and the extent to which they would like them to be reflected in these places. There is evidence that for many Maori, Pasifika, and low socio-economic students, mathematics teachers can enhance students' motivation and mathematical achievement by using explicitly caring practices. Teachers must acknowledge and attend to caring teaching approaches to maximise their students' progress in, and enjoyment of, mathematics.</p>

scholarly journals Teacher-Student Relationships in Diverse  New Zealand Year 10 Mathematics Classrooms:  Teacher Care

2021 ◽  
Author(s):  
◽  
Robin Averill
Keyword(s):  
New Zealand ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Well Being ◽  
Effective Teacher ◽  
Student Relationships ◽  
Teacher Care ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Caring Teacher

<p>Teacher-student relationships are considered influential for academic achievement and motivation, particularly for students of minority and low socio-economic groups. Teacher care is an essential component of effective teacher-student relationships. This study examined factors that contribute to developing and maintaining caring teacher-student relationships in low socio-economic multicultural classrooms (Maori, Pasifika, New Zealand European). Three areas of teacher care were explored: care for students as individuals, their mathematical progress, and for students as culturally located individuals. The sample comprised three urban schools, one class and one teacher in each school for each of two years (six Year 10 mathematics teachers and their classes in total). Three data collection periods were used: the initial four weeks of the school year, and two weeks late in each of school terms 2 and 3. Each data collection period included classroom observations, teacher and student interviews, and teacher and student questionnaires. Within a holistic context of classroom well being, characteristics of caring teacherstudent relationships were found to fit within four dispositional aspects (liking, respecting, and being tolerant of each other, and being able to reflect one's personal identity), and four themes (knowing each other as people, knowing each other as learners, knowing each other's cultures, and enhancing feelings of cultural identity). Specific classroom practices found to be supportive of respectful caring teacher-student relationships included using humour, one-to-one teacher-student interactions, making opportunities for sharing personal identities, and expecting mathematical progress. Mixed results were obtained regarding how deeply students value their heritage cultures, whether or not they believe these are well reflected in their schools and classrooms, and the extent to which they would like them to be reflected in these places. There is evidence that for many Maori, Pasifika, and low socio-economic students, mathematics teachers can enhance students' motivation and mathematical achievement by using explicitly caring practices. Teachers must acknowledge and attend to caring teaching approaches to maximise their students' progress in, and enjoyment of, mathematics.</p>

Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being

2020 ◽  
Vol 41 (6) ◽  
pp. 499-521
Author(s):  
Maria S. Poulou
Keyword(s):  
Teaching Experience ◽  
Well Being ◽  
Need Satisfaction ◽  
Strengths And Difficulties Questionnaire ◽  
Behavioral Difficulties ◽  
Student Relationships ◽  
Teachers Perceptions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Strengths And Difficulties

This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers’ perceptions of need satisfaction and students’ perceptions of well-being were not associated with students’ emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed.

scholarly journals “They Always Have My Back: A Strengths-Based Approach to Understanding the Value(s) of Pasifika Brotherhoods in Education in Aotearoa New Zealand

2018 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Martyn Reynolds
Keyword(s):  
New Zealand ◽  
Peer Relationships ◽  
Educational Success ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Cultural Event ◽  
Teacher Student ◽  
Aotearoa New Zealand

Set in Aotearoa New Zealand, this examination of “Pasifika”education as an inter-cultural event discusses what students from the Pacificdiaspora say about educational success. Against a backdrop of literature that pays attention to teacher-student relationships, achievement targets, and peer relationships, the article uses Pacific concepts to theorise the dynamics between individuals, “brotherhood” groups, and success. It suggests that teachers and institutions might respond better in intercultural situations by “looking backwards to walk forwards.”

scholarly journals The benefits of good tutor-student relationships in the first year

2019 ◽  
Vol 10 (2) ◽  
pp. 23-33
Author(s):  
Ella R Kahu ◽  
Catherine Picton
Keyword(s):  
Help Seeking ◽  
Well Being ◽  
First Year ◽  
Student Relationships ◽  
Face To Face ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Hands On ◽  
The Face ◽  
Affective Dimensions

Teacher-student relationships (TSR) are an important influence on the student experience at university. Existing research, predominantly with lecturers, highlights that these relationships have academic and affective dimensions. Studies demonstrate good TSR increase student motivation, engagement, and learning. The current study adds a student voice to this topic, focussing on their views of tutoring staff, who undertake much of the face-to-face teaching in universities. The qualitative study followed 19 students through their first year at an Australian university. The students identified four characteristics of a ‘good’ tutor: helpful, caring, likeable, and hands-on. Students talked about multiple benefits of having a good tutor including increased help-seeking, studying harder, more interest in class, and improved well-being and belonging. The importance of the tutor role is underestimated and institutions would do well to better support these valuable staff.

scholarly journals Cambodian and Laotian Students' Experience of Language Barriers, Cultural Differences, and Teacher-Student Rapport in a University in Vietnam: A Grounded Theory Approach

2021 ◽  
Author(s):  
◽  
My Ngoc Doan
Keyword(s):  
Grounded Theory ◽  
International Students ◽  
Academic Experiences ◽  
Theory Approach ◽  
Effective Teacher ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Combining Data ◽  
Depth Interviews

<p>An increasing number of international students have enrolled in university degree programmes in Vietnam in recent years and this has presented a range of new pedagogical opportunities and challenges in the higher education context of the nation. Currently, little is known about international students’ academic experiences in Vietnamese universities although the literature suggests that effective teacher–student relationships are an important factor in establishing effective teaching and learning processes. This study employs grounded theory to examine the influence of teacher–student relationships on international students’ academic experiences at a university in Vietnam that is located in a region that draws in students from the neighbouring countries of Cambodia and Laos. A mixed research design combining data from questionnaires and in-depth interviews was used in this research. Data from questionnaires were collected from all Cambodian and Laotian international students who were enrolled at a university in the An Giang province in Vietnam’s Mekong Delta. These data were supplemented by in-depth interviews with a sample group of the students. The findings from this study show that while the Cambodian and Laotian international students reported good relationships with their Vietnamese teachers and having no difficulty in adapting to Vietnamese culture, they also struggled with the challenges of studying in a new language and this made it difficult for them to communicate effectively with their teachers or participate fully in classroom activities.</p>

Classrooms Built for Belonging

2021 ◽  
pp. 132-147
Author(s):  
John Lando Carter ◽  
Joshua Charles Tipton
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Future Success ◽  
Teacher Student Interactions ◽  
The Right ◽  
Caring Teacher

Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.

scholarly journals Cambodian and Laotian Students' Experience of Language Barriers, Cultural Differences, and Teacher-Student Rapport in a University in Vietnam: A Grounded Theory Approach

2021 ◽  
Author(s):  
◽  
My Ngoc Doan
Keyword(s):  
Grounded Theory ◽  
International Students ◽  
Academic Experiences ◽  
Theory Approach ◽  
Effective Teacher ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Combining Data ◽  
Depth Interviews

<p>An increasing number of international students have enrolled in university degree programmes in Vietnam in recent years and this has presented a range of new pedagogical opportunities and challenges in the higher education context of the nation. Currently, little is known about international students’ academic experiences in Vietnamese universities although the literature suggests that effective teacher–student relationships are an important factor in establishing effective teaching and learning processes. This study employs grounded theory to examine the influence of teacher–student relationships on international students’ academic experiences at a university in Vietnam that is located in a region that draws in students from the neighbouring countries of Cambodia and Laos. A mixed research design combining data from questionnaires and in-depth interviews was used in this research. Data from questionnaires were collected from all Cambodian and Laotian international students who were enrolled at a university in the An Giang province in Vietnam’s Mekong Delta. These data were supplemented by in-depth interviews with a sample group of the students. The findings from this study show that while the Cambodian and Laotian international students reported good relationships with their Vietnamese teachers and having no difficulty in adapting to Vietnamese culture, they also struggled with the challenges of studying in a new language and this made it difficult for them to communicate effectively with their teachers or participate fully in classroom activities.</p>

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