The Effects of Student-Teacher Relationships - Essay Example

The Effects Teacher Relationships on the Outcome of Education from a Point of View Introduction Creating a positive school bonding is one of the most influential protective factors for school children (Maddox & Prinz, 2003). When children feel a sense of connectedness to their teachers as well to their schools, this does not only reflect on their academic performance but also in their positive emotional adjustment (Ladd & Burgess 2001). A positive manner of correcting students allow them to be more open to learning and to try harder in their academic activities (Cervantes, 2007). How much more if a more positive bond is created between the major parties of education? General Research Questions 1) Is there a difference in the academic achievement between the students who receive teacher-initiated personal contact outside the classroom and those who do not? 2) Is there a difference in the attitudes of the students toward their teacher between those who receive teacher-initiated personal contact outside the classroom and those who do not? Rationale for the Study The rationale of the study is to ascertain if there are significant differences in the academic achievement and the attitudes of the students toward their teachers and the course he/she taught between high-school students who receive teacher-initiated personal contact outside the classroom and those who do not. Review of Related Literature A popular psychologist named Carl Rogers, who popularized client-centered therapy and person-centered approach, had also applied the same in academic setting (Cornelius-White & Cornelius-White, 2004). For Rogers, education should aim to facilitate the whole and full function of a student and treat each student as vital because without proper education, “the world will be in doom and is subject to universal destruction” (Rogers, 1969). For Rogers, the facilitation of learning is the answer to some of the deepest questions which overwhelm men. It is for this reason that he facilitated international cross-cultural workshops to encourage a revolutionary style of education to answer the deepest problems of the world which encompass the classroom and even diplomatic tables. Eventually, Rogers was nominated for a Nobel Peace Prize because of his stand. His stand is the root of his belief of “learning becomes life. According to him, the attitudinal qualities existing in the relationship between the facilitator/teacher and learner affect the learning process. The facilitation of learning requires the development of trust between the facilitator and learner, which is followed by the creation of climate that is revolving around acceptance and empathy. And this acceptance meant “prizing”, “non-possessive caring” and the “expression of the facilitator’s confidence and trust in the capability of human.” The student’s perception of care is important. Likewise, the importance of empathy has been emphasized, which means the manner of standing in the shoes of another and seeing the world through the eyes of a student. This is called the learner-centered approach. This this includes the flexibility of the facilitator in the methods of teaching. There must be a transparent compromise among the students, school administration, the public and most importantly, with the teacher (Rogers, 1969). It is just like simple mathematical arithmetic. A positive relationship between students and teachers results to positive academic effects. As said by Pianta (1999), close relationship with teachers allows the student to have higher levels of engagement and achievement in their academics. It has been reported by Deborah Stipek (2006) in her article entitled Relationship Matters that adolescents actually work harder for teachers when they are treated as individuals and manifest interest in their personal lives even outside the corners of the school. This includes the effort exerted by teachers to teach their students even if it means that they need to stay with them after school (Cervantes, 2007) It has long been established that a teacher’s professional judgment is a vital element in the academic path of a child (Algozzine, Ysseldyke & Christiansen, 1983). And it not only transcends to their elementary and secondary education. It transcends further to an even higher level. The positive relationships even motivate students to want to go to college (Cervantes, 2007). Thus, it is essential for anyone’s success to have the necessary motivation, initiative and engagement. The educators can actually help students to get these essentials for success by building positive relationship with them (Pianta, Stuhlman & Hamre, 2002). The known effective ways of uplifting the motivation of students are when they are trusted, given responsibility, and when they are treated with honesty, warmth and dignity (Poplin and Weeres, 1994). This is because the school’s duty is not only limited to the academic side of their students. They also have to teach their students how to succeed. There is no better way to do it than to have in the institutions sensitive teachers and counselors who will encourage them to succeed by doing well academically (Cervantes, 2007). A popular cliché goes like this: “For the students to care about school, teachers have to start caring about their students.” There are students who have the mentality like “If our teachers don’t care, why should we?” If a teacher does not show interest to get to know their students or make efforts to know the reasons why they are not performing their full potential, neither can the students be expected to try do better. (Cervantes, 2007). It really helps if teachers relay to their students their high expectations (Cervantes, 2007). The relationship of the students with their teachers is one of the determinants of the student’s behavior in relation to school. According to Rosenfeld, Richman & Bowen (2000), students who see their teachers as highly supportive have good school attendance and are less likely to have behavior problems. In a study made in a setting where the subjects are aggressive African American and Hispanic students, it has been concluded that the positive interactions of students with their teachers result in a sense of belonging in the classroom and positive development of their commitment to academic and social norms (Meehan, Hughes & Cavell 2003). This is complemented by a separate study made by Cervantes (2007), showing that a good positive student-teacher relationship has a great impact in schools that are performing below standards who serve low-income students and students of color. One of the probable reasons could be that students who have problems in their respective homes prevent them from getting their focus on school. But when teachers are able to confront their students in a positive manner, they feel more at ease because they know that they can approach their teachers for help. In turn, this motivates them to go to school regularly, which in the long run positively affects their want to learn more and try harder (Cervantes, 2007). On the other hand, it was positively identified by the study made by Fowler, Banks, Anhalt, Der, and Kalis (2008) that poor student-teacher relationship is associated with low academic ratings. For example, there are students who shared their negative experiences about their teacher who just give them classwork without explaining the material. There are also some teachers who curse their students and treat them with disrespect. These experiences cause the students to feel uncomfortable in the classroom and diminish their motivation in completing their assignments (Cervantes, 2007). It is undeniable that whenever there are positive things heard about schools, the usual notion is that there is the presence of constant caring, listening, understanding, mutual respect, honesty, openness and sensitivity (Poplin & Weeres 1994). Methodology A number of junior high-school students shall be selected and shall be randomly assigned to an experimental group and a control group through stratified random assignment based on their GPAs on their subjects. The researcher will develop an instrument to measure the attitudes of the students toward their teacher and the course of study, including cognitive tests. There will be a prepared lesson plan that shall cover several teaching sessions for a specific course/subject. For several weeks, the subjects in the experimental group will be subjected to teacher-initiated personal contacts beyond the classroom. Then, they will be given exams to measure their cognitive development. At the end of the course, an instrument will be administered to measure the attitudes of the students toward the teacher and the course itself. References Algozzine, B. Y. (1983). An analysis of the incidence of special education placement: The masses are burgeoning. Journal of Special Education , 17, 141-147. Cervantes, J. (2007). Student-teacher relationship important factor in learning says kids. Learning Power News . Cervantes, J. (2007). Student-teacher relationship important factor in learning says kids. Retrieved on July 30, 2009 from Learning Power: http://learningpower.gseis.ucla.edu/aspirations/articles/story3.html#top Cornelius-White, J. & Cornelius-White, C.F. (2004). Diagnosing person-centered and experiential psychotherapies: An analysis of the PCE 2003 programming. Person-centered and Experiental Psychotherapies , 3, 166-175. Fowler, L. B. (2008). The Association Between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners. Behavioral Disorders , 33 (3), 167-183. Ladd, G. & Burgess, K.B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development , 72, 1579-1602. Maddox, S. & Prinz, R.J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child & Family Psychology , 6, 31-49. Meehan, B. H. (2003). Teacher-student relationships as compensatory resources for aggressive children. Child Development , 74 (4), 1145-1157. Pianta, R. (1999). Enhancing Relationships Between Children and Teachers. Washington, D.C.: American Psychological Association. Pianta, R. S., Stuhlman, M. & Hamre, B. (2002). How schools can do better; Fostering stronger connections between teachers and students. New Directions for Youth Development , 93, 91-107. Poplin, M. and Weeres, J. (1994). Voices from the inside: A report on schooling from inside the classroom. Claremont, CA.: Institute for Education in Transformation at the Claremont Graduate School. Rogers, C. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill. Rosenfeld, L. B. (2000). Social support networks and school outcomes: the centrality of the teacher. Child & Adolescent Social Work Journal , 17 (3), 205-226. Stipek, D. (2006). Relationships matter. Educational Leadership , 64 (1), 46-49. Read More