Interact meaningfully
The teacher-student relationship is an integral part of the success of many students. There is a plethora of research that shows that "positive associations between strong teacher-student relationships and both engagement and achievement" (Connor and Pope, 2013). The difference between a student's level of motivation could boil down to how much the teacher makes his or her students feel wanted and part of the class.
"Relationships between teachers and students reflect a classroom’s capacity to promote development, and it is precisely in this way that relationships and interactions are the key to understanding engagement" (Pianta, et al., 2012, p.366). Positive interactions, anything from greeting each student by name as they enter the classroom, to verbally acknowledging a student giving a good response or even connecting with students on their personal interests, can drastically change a student's level of achievement in the class as well as having a ripple effect throughout the entire school. "Positive teacher–student relationships may foster students’ sense of belongingness in school and promote a warm school climate, which in turn may facilitate students’ academic success through their association with motivational, emotional, and behavioral factors related to students’ school engagement" (Barile et al., 2012).
Having these positive interactions with students have also been seen to have a direct effect on how teachers teach. Studies show that when teachers create small communities within their classrooms, that they are more willing and able to bring more of themselves into the classroom which, in turn, helps the students feel more comfortable engaging with the teacher. "Educational research increasingly acknowledges the significance of trust as indicator of positive teacher-student relationships producing favorable outcomes for student learning and teacher functioning" (Van Maele & Van Houtte, 2011).
"Relationships between teachers and students reflect a classroom’s capacity to promote development, and it is precisely in this way that relationships and interactions are the key to understanding engagement" (Pianta, et al., 2012, p.366). Positive interactions, anything from greeting each student by name as they enter the classroom, to verbally acknowledging a student giving a good response or even connecting with students on their personal interests, can drastically change a student's level of achievement in the class as well as having a ripple effect throughout the entire school. "Positive teacher–student relationships may foster students’ sense of belongingness in school and promote a warm school climate, which in turn may facilitate students’ academic success through their association with motivational, emotional, and behavioral factors related to students’ school engagement" (Barile et al., 2012).
Having these positive interactions with students have also been seen to have a direct effect on how teachers teach. Studies show that when teachers create small communities within their classrooms, that they are more willing and able to bring more of themselves into the classroom which, in turn, helps the students feel more comfortable engaging with the teacher. "Educational research increasingly acknowledges the significance of trust as indicator of positive teacher-student relationships producing favorable outcomes for student learning and teacher functioning" (Van Maele & Van Houtte, 2011).
Resources
The Positive Teacher-Student Relationship
3 Ways to Make Meaningful Connections with Your Students
Building Student Engagement : Classroom Interactions
Building Rapport with Students: 10 Reasons to Greet Them at the Door
3 Ways to Make Meaningful Connections with Your Students
Building Student Engagement : Classroom Interactions
Building Rapport with Students: 10 Reasons to Greet Them at the Door
|
|
References
Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher-student relationship climate and school
outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-67.
Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth
and Adolescence, 42(9), 1426-42.
Pianta, R.C., Hamre, B.K., and Allen, J.P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity
of classroom interactions. In Christenson, S.L., et al. (Eds). Handbook of Research on Student Engagement. New York, NY: Springer
Science+Business Media, LLC
Van Maele, D., & Van Houtte, M. (2011). The quality of school life: Teacher-student trust relationships and the organizational school context.
Social Indicators Research, 100(1), 85-100.
outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-67.
Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth
and Adolescence, 42(9), 1426-42.
Pianta, R.C., Hamre, B.K., and Allen, J.P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity
of classroom interactions. In Christenson, S.L., et al. (Eds). Handbook of Research on Student Engagement. New York, NY: Springer
Science+Business Media, LLC
Van Maele, D., & Van Houtte, M. (2011). The quality of school life: Teacher-student trust relationships and the organizational school context.
Social Indicators Research, 100(1), 85-100.