Improving students’ relationships with teachers has important, positive and long-lasting implications for students’ academic and social development. Solely improving students’ relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict relationships. If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn.
Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs.
Today, I will give three Elements of the Student Teacher Relationship.
– The student must respect his or her teacher and hold him in the highest esteem.
– The student must trust the teacher’s concern. The student must believe that the teacher always has his or her best interests in mind. If the student would sense some ulterior motive, some self interest, or even carelessness in the teacher’s instruction, he or she would not be able to surrender whole heartedly to the teacher’s advice, and this would make the entire exchange meaningless.
– The student must commit himself or herself to following the instruction with utmost discipline, for only then can the intended effect be realized.
The first is fulfillment of the prerequisite of getting to know his students individually, to probe the innermost depths of their hearts as well as examining the outer details of their lives.
Secondly, the teacher must express love and affection toward his students. It is this affection that dissolves the students’ natural tendency to resist being told what to do.
Finally, the teacher must take time to reflect upon his students’ progress.