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

<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>

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

<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>

Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study

The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher–child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a “deference-emotion system”? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher–child relationships.

Foreign experience in bullying prevention in schools

The aim of the article is to conduct a comprehensive study of bullying prevention at schools using foreign experience. The subject of research is the concept of bulling and features of its manifestation in educational institutions. The research methodology includes general scientific and special methods of legal science: method of theoretical analysis and systematization of scientific literature, method of modeling, statistical method, dogmatic method, logical method, method of summarization. Research results. The main causes, consequences of bullying in schools are analyzed and the characteristics of its participants are given. It is determined that bullying can be considered as a social, legal, psychological and pedagogical problem. Practical meaning. It is proved that schools without bullying differ in cohesion and various extracurricular forms of interaction between students. Value / originality. It is stated that the main means of counteracting this negative phenomenon in educational institutions are active public life, an atmosphere of openness, the possibility of collective conflict resolution under the guidance of a caring teacher.

Development of a caring teacher-student realationship in higher education

Aim. This article aims to summarize the current state of understanding on a development of a caring teacher-student relationship in higher education context, grounded in relational pedagogy. Also, it provides critical reflection on the data from available literature. Methods. The development of a caring teacher-student relationship was presented using the method of description, based on the review of relevant literature. Results. The development of a caring relationship between students and higher education teachers can be monitored in stages. At first, there is the introductory meeting with the students when a teacher with his personality, authenticity, and approach lays the foundations for the development of a caring relationship. During further meetings, the teacher encourages mutual trust, respect, and appreciation and deepens the relationship by adapting the teaching process to the needs, interests, and affinities of students, until the formal completion of their cooperation. Conclusion. In order to achieve a caring relationship with students in higher education, a teacher needs to approach it consciously, intentionally, thoughtfully and to plan it well from the very beginning. It is crucial to get to know the students as real persons, and accordingly, continuously adapt the teaching process to their needs and interests, allowing them to express themselves freely in a safe, accepting, and encouraging environment. Cognitive value. By presenting the stages of a development of the caring relationship between students and higher education teachers and the synthesis of their characteristics, this paper contributes to a deeper understanding of this phenomenon.

Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative

This paper offers a perspective on ‘care’ as a component in the identity of successful university teachers. Three key lines of flight within this assemblage (care, pedagogic health, and salutogenesis) are examined here. In combination, they may offer a response to hegemonic neoliberal discourses that typically divert academics from enacting their professional values. A ‘triple point’ is hypothesised, at which the three lines would be found to co-exist, without border or barriers.

Classrooms Built for Belonging

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.