Define A Student-Teacher Good Relationship Way
A healthy, decent student-teacher relationship is heavily underestimated. Many studies have shown significant and long-term positive effects of the same on not only academic but also social growth in children. Although, just improving students’ relationships with their teachers alone will not result in academic gains. Students who have tight, good, and supportive connections with their teachers, on the other hand, have better levels of accomplishment than students who have more friction in their interactions with their professors.
Consider the following scenario: a student who has a close personal relationship with her teacher, communicates with her on a regular basis, and receives more constructive advice and appreciation from her teacher than mere criticism. This student is more likely to have faith in her teacher, be more involved in her studies, behave better in class, and accomplish greater academic goals. Positive teacher-student relationships motivate students to participate in the learning process.
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Significant Growth in Child’s Development
Teachers that build strong relationships with their students create more conducive learning environments and address the developmental, emotional, and academic requirements of their students. Here are some concrete examples of a teacher-student relationship:
- A high school student chooses to tell his instructor about his recent role in a community play because he thinks his teacher will be genuinely interested in his success.
- Even though most of his classmates have progressed beyond this task, a fourth-grade child who is failing in arithmetic displays confidence in revealing to his instructor that he needs help multiplying and dividing fractions.
- A middle school girl is bullied by other classmates and goes to her social studies teacher to talk about it since she knows the instructor will listen and support her without making her feel socially awkward.
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Long Term Consequences
The quality of early teacher-student connections has long-term consequences. Through the eighth grade, kids who experienced more disagreement with their instructors or showed more dependency on their teachers had worse academic achievement. As measured by math and language, arts grades, and more behavioral difficulties for instance poorer work habits, and more discipline problems. These findings were more pronounced in boys than in girls. Further research shows that kindergarten children who had closer relationships with their teachers and had less conflict with them as they approached middle school developed better social skills than kindergarten children who had had more conflictual relationships in the past.
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Create a positive learning environment
Make sure the students have time to connect the concepts and skills they’re learning to their personal experiences. Incorporate enjoyment into your classroom activities. Plan activities that foster a sense of community so that your pupils may discover connections between what they already know and what they’re learning while still having time to enjoy themselves with you and the other students. Make sure you provide social and emotional support, as well as high learning expectations.
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Be courteous of adolescents and sensitive to their needs.
Middle and high school children need supportive teacher-student connections just as much as elementary students need. Students’ motivation and involvement in learning are boosted by positive interactions. Older students just like younger students, need to believe that their teachers value their thoughts and interests. While adolescents may not seem to care what their instructors say or do, teachers’ actions can have long-term positive (or negative) effects.
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Extra efforts to form and maintain relationships with challenging students.
Difficult students demand more effort from you. For example, you might need to spend some time with them individually to get to know them better – to learn about their interests and motivations. This will allow you to personalize your training to their specific interests and motivations, as well as enable them to create trust in you. According to recent research on high school students with frequent and severe discipline issues, when teenagers believe their teachers are trustworthy, they engage in less oppositional conduct. Throughout the elementary years, persistent teacher-student conflict increases the risk that children would engage in harmful externalizing behaviors. Because persistent teacher-student conflict increases the likelihood of children exhibiting negative externalizing behaviors throughout the primary years, it is critical for instructors to form close relationships with children at-risk for behavioral disorders at a young age.
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Better Impact on the Classroom’s Environment
Kids are less likely to reject one another when first-grade teachers adopt techniques that reflect a caring attitude toward students and practices that promote interpersonal skills among students. Furthermore, aggressive kids who have excellent relationships with their teachers are more likely to be accepted by their peers than aggressive students who do not. Finally, excellent teacher-student connections have a significant positive impact on both challenging and typical kids’ social abilities. According to these studies, improving individual teacher-student interactions has positive and cumulative consequences on other areas of classroom life.
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Better Social Connections
Relationships between teachers and students are just as vital for adolescents as they are for younger kids. All children and teenagers need to feel connected and related to their teachers. It’s worth mentioning, however, that the nature of positive teacher-student connections varies depending on the student’s age. A child might perceive an over-involved and cloying behavior as nurturing and caring in kindergarten, but teens might perceive it as over-involved and over-caring. It’s also crucial to remember that in the early years of school, students’ perceptions of their relationships with instructors, as well as teachers’ perceptions of students’ relationships with teachers, are very different.
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Selective Teacher-Student relationships
Virtually every student values teacher-student relationships. High-quality teacher-student connections, on the other hand, appear to be especially important for students who are at risk for school problems due to early behavioral and learning impairments. For students with initial externalizing problems (e.g., aggression, hyperactivity), internalizing problems (e.g., anxiety, depression), and learning problems (e.g., attention problems), high-quality teacher-student relationships appeared to be better predictors of classroom adjustment, social skills, and reading performance than for students without these initial risk factors.