The
teacher student relationship is very important for children. Children spend
approximately 5 to 7 hours a day with a teacher for almost 10 months. We ask
ourselves what is considered a good teacher? All of us have gone through
schooling, and if fortunate had a favourite teacher. A positive relationship
between the student and the teacher is difficult to establish, but can be found
for both individuals at either end. The qualities for a positive relationship
can vary to set a learning experience approachable and inviting the students to
learn. A teacher and student who have the qualities of good communications,
respect in a classroom, and show interest in teaching from the point of view of
the teacher and learning from a student will establish a positive relationship
in the classroom. I will be focusing on the relationship between the student
and teacher, involving a setting in the primary grades, which I have found
second grade to be extremely important for the student to gain a positive
attitude for their future education.
Children
have different strategies for learning and achieving their goals. A few
students in a classroom will grasp and learn quickly, but at the same time
there will be those who have to be repeatedly taught using different techniques
for the student to be able to understand the lesson. On the other hand, there
are those students who fool around and use school as entertainment. Teaching
then becomes difficult, especially if there is no proper communication. Yet,
teachers, creating a positive relationship with their students, will not
necessarily control of all the disruptive students. The book, Responsible
Classroom Discipline written by Vernon F. Jones and Louise Jones discuss how to
create a learning environment approachable for children in the elementary
schools. According to the Jones, “ Student disruptions will occur frequently in
classes that are poorly organized and managed where students are not provided
with appropriate and interesting instructional tasks” (101).
The
key is, teachers need to continuously monitor the student in order for him or
her to be aware of any difficulties the student is having. Understanding the
child’s problem, fear, or confusion will give the teacher a better
understanding the child’s learning difficulties. Once the teacher becomes aware
of the problems, he or she will have more patience with the student, thus
making the child feel secure or less confused when learning is taking place in
the classroom.
The
communication between the student and the teacher serves as a connection
between the two, which provides a better atmosphere for a classroom
environment. Of course a teacher is not going to understand every problem for
every child in his or her classroom, but will acquire enough information for
those students who are struggling with specific tasks. A significant body of
research indicates that “academic achievement and student behavior are
influenced by the quality of the teacher and student relationship” (Jones 95).
The more the teacher connects or communicates with his or her students, the
more likely they will be able to help students learn at a high level and
accomplish quickly.
The
teacher needs to understand that in many schools, especially in big cities like
Los Angeles, children come from different cultures and backgrounds. A teacher
then needs to understand the value of the students' senses of belonging, which
can be of greater value and build self worth for minority students. If the
teacher demonstrates an understanding of the student’s culture, it will provide
a better understanding between the teacher and the student. Though there are
students who have a difficult time in school and according to David Thomas
essay, “The Mind of Man” states, “children who are yelled at feel rejected and
frightened because a teacher shouts at them” (Thomas 122). The example above
demonstrates the feelings the child has towards the teacher leading to
inhibiting the child from learning. The reasons for children to be yelled at
vary from teacher to teacher, but shouting should not be the solution for
children who find education a difficult process or simply lack of learning
experiences, but sometimes teachers find yelling at the child as the only quick
solution.
Therefore,
those teachers who demonstrate respect towards their students, automatically
win favor by having active learners in their classroom. The arrogant or
offensive teacher will lack these positive qualities due to his or her lack of
control over the children. Teachers should assert that they should also be
treated with respect and their responsibilities to ensure that students treat
each other with kindness. According to the Jones, “teachers are encouraged to
blend their warmth and firmness towards the students in their classroom, but
with realistic limits” (111).
Another
point, I have often found critical, are the number of times the teacher does
not correct the students who find calling names to their classmates amusing.
Children who are teased or bullied by other children find themselves being
victimized by their peers. Children who have become victims of this nature find
learning difficult. They will be stressed out not only by trying to achieve
academically, but also because the names they have been appointed by their
classmates are destructive, demeaning, and destroy self esteem. Therefore, it
is important for teachers to have children respect each other. Usually, a type
of lesson involving with self-esteem can be an excellent activity for children
who are involved in this destructive nature.
Teachers
who are in a classroom everyday have experienced one time or another the
student(s) who are disruptive and/or find learning boring. Teachers understand
that if this behavior continues in the classroom and if they do nothing to
prevent this from happening, the outcome proves to be disastrous for both types
of participants. The student will conclude that his or her behavior is permissible,
and will draw away from learning, therefore it is essentially important for the
teacher to explain to the child the importance to learn. Though we understand
that learning cannot be forced. Learning becomes a process for an individual
where he or she feels comfortable with learning whether it’s in a classroom or
at home. Mike Rose explains in “Lives on the Boundary” that “It is what we are
excited about that educates us” (106). Rose’s quote can be applied to children
at an early age, just as well as it can be applied to adults.
Definitely
children learn when they enjoy learning, but also they need some control over
the teacher (s) decisions. “Authoritarian control is often destructive to
students who are in the primary grades, and eventually upper grades teachers
have difficulty dealing with children who were taught with an authoritarian
teacher” (Jones 215). Children in primary grades feel the urge to talk about
their problems, fears, or even show their knowledge, but at the same time they
want to be listened too. The student will feel valued and respected. Students
feel flattered when the teacher eventually gives them the option of
contributing, or in other words the teacher asks for an opinion, which is
usually not offered to the students. The teacher(s) does not have to give up
all their control, rather teachers share control with students and encourage
interactions that are determined by mutual agreement.
For
teachers conducting a classroom and shaping the minds of the young students,
teachers who communicate effectively with their students should give
appropriate and helpful feedback to their students. Interaction between the
student and teacher becomes extremely important for a successful relationship
through the entire time of a school year. A close, but limited relationship
between the student and teacher can be helpful for those students who are shy,
and find speaking in front of the classroom difficult or children who have low
self-esteem. The tension these students hold in a classroom will have the
confidence they had always wanted, but never achieved due to not having a good
relationship with the teacher.
Another
important point is raised when teachers think of themselves as “traditional”
are following the canonical approach. The traditional teachers follow the
famous list of books to be read by his or her students. Many children will not
enjoy reading because they do not have the background to understand the
material. They do not have any interest in the book, which makes reading
confusing and difficult to understand. “Students have felt what mattered most
was the relationship teachers established with their students providing
guidance to students who have felt inadequate or threatened” (Rose 115).
Teachers who follow the traditional curriculum do not necessarily need to focus
on their traditional ideas, but rather interact with their students and find
interesting topics to discuss with their students.
Therefore,
how does a teacher hold a relationship that leads to effectively teach the
children? The answer becomes clear when teachers interact with, and learn more
about their students. Our first educational experience, which takes place in
the primary years of our life, sets the principles for our future education.
Every school year an elementary teacher deals with new faces and new attitudes.
Some children find themselves lacking an interest in learning and others feel
playing and fooling around at school with friends is the happiest moment of
their life. The solution to inappropriate behavior will not automatically get
rid of the poor attitude of these children, but is to establish a positive
relationship. Teachers can establish a positive relationship with their
students by communicating with them and properly providing feedback to them.
Respect between teacher and student with both feeling enthusiastic when
learning and teaching. Having established a positive relationship with students
will encourage students to seek education and be enthusiastic and to be in
school. Remembering our favorite teacher will be recognized because they had at
least in one way or another the qualities I discussed in this essay, although
we are not aware of it during the time we are in school, but teachers are well
recognized at a later time of our lives.
