scholarly journals Role of an Educational Advisor from the Viewpoint of Professors and Students: A Qualitative Study from Sabzevar University of Medical Sciences, Iran

2019 ◽  
pp. 1-13
Author(s):  
Hamid Joveini ◽  
Reza Shahrabadi ◽  
Ali Mehri ◽  
Masoumeh Hashemian
Keyword(s):  
Qualitative Study ◽  
Medical Science ◽  
Structured Interview ◽  
Medical Sciences ◽  
Teacher Student ◽  
Task Description ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Attention To Students ◽  
The Right

Introduction: Professor of the educational advisor is responsible for the academic and counselling guidance of students in educational, research and social fields. Also should be familiar with all the indicators of the consultation and be aware of duties and responsibilities. The study aims to explain the features of the professor of an educational advisor from the viewpoint of professors and students from Sabzevar University of medical sciences, Iran. Methods: In this qualitative study, participants were selected using purposive sampling, and it continued based on snowball and theoretical sampling. A semi-structured interview was used to collect the data. A total of 27 participants (12 Professors and 15 Students of medical science) were interviewed in 2 months. Interviews were analyzed using Graham and Landman’s content analysis method. To ensure consistency and accuracy of data, credibility, transferability, dependability, and conformability criteria were assessed. Results: Nine main categories were conceptualized including “Improper notification in task description”, “Permanent and voluntary inaccessibility”, “Teacher-student relationship in the teaching process”, “Attention to students' comments and access”, “Lack of knowledge of task description”, “Refer to other professors”, “Specialization”, “Strengthen teacher-student relationship”, “Follow up on student affairs”. Conclusion: Based on results, holding workshops to learn about the duties of a professor of educational advisor and the techniques of counselling, and to pay attention to student demands such as the right to choose, can be effective in improving students' satisfaction and solving their problems.

Didactic Approaches for a Quality Digital Learning

2021 ◽  
Vol 9 (3) ◽  
pp. 233-241
Author(s):  
Valeria Pestean
Keyword(s):  
Learning Community ◽  
Jel Classification ◽  
Digital Learning ◽  
Online Environment ◽  
Online Classes ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Environment Type ◽  
Student Relationship ◽  
The Right

Objective -This paper identifies and explains the types of interactions facilitated by teachers during online classes. Methodology/Technique - An important part of the paper is intended to classify the most successful techniques that stimulate synchronous and asynchronous interactions in teacher-student relationship in primary school. Finding - The research whose result is illustrated in this paper investigates the ways in which teachers overcome the temptation to limit the lesson only to content delivery and assessment. Novelty - The professional experience of the teachers included in this research is explored and capitalized on, in order to decide on the right ways for connection, as well as productive interaction in the online environment. Type of Paper - Empirical Keywords: learning community, constructivist didactic planning, growth mindset, interactions facilitated, online classes, connection, and productive interaction in the online environment JEL Classification: A20, D83.

scholarly journals Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles

2021 ◽  
Vol 6 (2) ◽  
pp. 611-621
Author(s):  
Lucia Geneviave Bella Shinta ◽  
Adelia Febriani ◽  
Utami Widiati
Keyword(s):  
Classroom Management ◽  
Literature Study ◽  
Positive Interaction ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Physical Gestures ◽  
Student Relationship ◽  
Attention To Students

Quality classroom management contributes to creating learning environment that allows the realization of various teacher roles. One way to support this is by building good teacher-student relationship. This study aims at describing the relationship between teachers and students at a kindergarten school in Malang and discusses its aspects in relation to classroom management principles. After conducting qualitative research using one-week classroom observation and literature study, this study found that almost all aspects of teacher-student relationship were identified, namely conducting informal conversations with students, paying attention to students’ activities, using physical gestures and movements, implementing positive interaction strategies, providing affirmative reactions to incorrect responses, and exhibiting an assertive connection. The other aspect that was missed was acknowledging students’ different characteristics

scholarly journals Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students

2020 ◽  
pp. 102-108
Author(s):  
Bismark Mensah ◽  
Eric Koomson
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
High Schools ◽  
Structured Interview ◽  
Effective Teacher ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The Impact

Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the latter feel accepted and motivated to improve academic work.

Didactic Approaches for a Quality Digital Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 31-31
Author(s):  
V. Pestean
Keyword(s):  
Content Delivery ◽  
Professional Experience ◽  
Digital Learning ◽  
Online Environment ◽  
Online Classes ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Asynchronous Interactions ◽  
Student Relationship ◽  
The Right

The research whose result is illustrated in this paper investigates the ways in which teachers overcome the temptation to limit the lesson only to content delivery and assessment. This paper identifies and explains the types of interactions facilitated by teachers during online classes. An important part of the paper is intended to clasify the most successful techniques that stimulate synchronous and asynchronous interactions in teacher-student relationship in primary school. The professional experience of the teachers included in this research is explored and capitalized on, in order to decide on the right ways for connection, as well as productive interaction in the online environment. Keywords: Interactions Facilitated, Online Classes, Connection And Productive Interaction In The Online Environment

scholarly journals Classroom Misbehavior in the Eyes of Students: A Qualitative Study

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Rachel C. F. Sun ◽  
Daniel T. L. Shek
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
School Students ◽  
Individual Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Using individual interviews, this study investigated perceptions of classroom misbehaviors among secondary school students in Hong Kong(N=18). Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning. Among various misbehaviors, talking out of turn and disrespecting teacher were seen as the most disruptive and unacceptable. These misbehaviors were unacceptable because they disturbed teaching and learning, and violated the values of respect, conformity, and obedience in the teacher-student relationship within the classroom. The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations. Implications for further research and classroom management are discussed.

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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