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>

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>

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>

Perspectives of respect, teacher–student relationships, and school climate among boys of color: A multifocus group study.

2020 ◽  
Vol 21 (3) ◽  
pp. 345-356
Author(s):  
Christopher T. H. Liang ◽  
Gabrielle H. Rocchino ◽  
Malaïka H. C. Gutekunst ◽  
Cléopatre Paulvin ◽  
Katherine Melo Li ◽  
...  
Keyword(s):  
School Climate ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Boys Of Color

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

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