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.

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 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 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 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.

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

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 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 Hubungan Guru dan Murid dalam Pendidikan Agama Islam Menurut Kajian Q.S. Al-Kahfi Ayat 65-70

2020 ◽  
Vol 2 (2) ◽  
pp. 333-348
Author(s):  
Ervan Saleh Pratama
Keyword(s):  
Secondary Data ◽  
Primary Data ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Library Research ◽  
Friendship Relations ◽  
Teacher Student Relationship ◽  
Relationship Model ◽  
Student Relationship ◽  
The Relationship

The research is based on the writer's interest in knowing how exactly the relationship between a teacher and student in the Quran perspective. The author uses Q.S. Al-Kahf verses 65 to 70 as a material to explore and extract due to its excellent educational encounter value in it. This thesis aims to find; Teachers' rights and obligations, pupil’s rights and obligations, both characters and their relationship behavior in the verses of Moses and Khidir action as mentioned in verses 65-70. This research is based on library research (Library Research) with primary data sources contains books of classical commentary and contemporary interpretation, while secondary data consists of educational books that discuss teacher-student relationships. Furthermore collected data is analyzed by using tahlili commentary method. The author finds that: the teacher-student relationship in the verses is a relationship based on close friendship relations with maintained ethical values and mutual understanding. Similarly, students are expected to understand the rights of teachers and should uphold the rights of teachers. The relationship model is essential to be well implemented in today's education system. Given the decline of student's ethics and also the presence of teachers who are less aware of their responsibilities. It is clear it is time to apply the concept of teacher-student relationship as in al-kahf verses 65 to 70.

Sign in / Sign up

Export Citation Format

Share Document