scholarly journals Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics

2021 ◽  
Vol 10 (3) ◽  
pp. 99
Author(s):  
Chonika Coleman-King ◽  
Valerie Adams-Bass ◽  
Keisha Bentley-Edwards ◽  
Duane Thomas ◽  
Celine Thompson ◽  
...  
Keyword(s):  
Black Students ◽  
Race And Ethnicity ◽  
Well Being ◽  
Behavioral Challenges ◽  
Socialization Theory ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Racial Tension ◽  
White Middle Class ◽  
Related Stress

This paper reports on a curriculum designed for Black students whose school teachers and administrators sought to address concerns about students’ academic underachievement and behavioral challenges. In order to design the curriculum, we examined Black students’ reactions to race- and academic-related stress as a result of their interactions with mostly White teachers and peers in an increasingly diversifying predominantly White, middle-class community. Grounded in principles of Racial Encounter Coping Appraisal and Socialization Theory (RECAST), a paradigm for understanding the racial coping strategies utilized by individuals to contend with racial stress and well-being, the study sought to elucidate racial tensions found in schooling relationships that foster racial disparities in classrooms. Specifically, our team conducted focus group sessions with Black parents and students which were guided by our use of the Cultural and Racial Experiences of Socialization Survey (CARES), a racial and ethnic socialization measure that elicits responses from students about the kinds of messages students receive about race and ethnicity from people parents and teachers. Data from the sessions subsequently informed the design of Let’s Talk? (LT), a racial conflict resolution curriculum for Black adolescents. In this paper, we share what we learned about students’ school experiences and coping mechanism through their participation in LT.

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.

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

2020 ◽  
Vol 68 (1) ◽  
pp. 97-119 ◽  
Author(s):  
Arielle Bonneville-Roussy ◽  
Emese Hruska ◽  
Hayley Trower
Keyword(s):  
Music Education ◽  
Autonomy Support ◽  
Music Teachers ◽  
Music Performance ◽  
Well Being ◽  
Music Students ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Performance Teachers

According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

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 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 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>

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.

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