The importance of teacher–student relationships, as explored through the lens of the NSW Quality Teaching Model
Abstract
This paper aims to address the importance of supportive teacher–student interactions within the learning environment. This will be explored through the three elements of the NSW Quality Teaching Model; Intellectual Quality, Quality Learning Environment and Significance. The paper will further observe the influences of gender on the teacher–student relationship, as well as the impact that this relationship has on student academic outcomes and behaviour. Teacher–student relationships have been found to have immeasurable effects on students’ learning and their schooling experience. This paper examines the ways in which educators should plan to improve their interactions with students, in order to allow for quality learning.
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Academic Articles
The importance of teacher–student relationships, as explored through the lens of the NSW Quality Teaching Model
This paper aims to address the importance of supportive teacher–student interactions within the learning environment. This will be explored through the three elements of the NSW Quality Teaching Model; Intellectual Quality, Quality Learning Environment and Significance. The paper will further observe the influences of gender on the teacher–student relationship, as well as the impact that this relationship has on student academic outcomes and behaviour. Teacher–student relationships have been found to have immeasurable effects on students’ learning and their schooling experience. This paper examines the ways in which educators should plan to improve their interactions with students, in order to allow for quality learning.
Keywords: teacher–student relationship; quality teaching; gender; academic outcomes; student behavior.
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Abstract
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Research on second and foreign language learning suggests that the expectations that teachers form for their students can often have an impact on students’ behavior and achievement. Some teachers tend to convey differential expectations to students, which appear to have self-fulfilling prophecy effects on them. The self-fulfilling prophecy effects of teacher expectations are an important, yet not adequately appreciated affective variable in second and foreign language learning. In this article we present the theoretical background on teacher’s expectations for their students. We also describe the sources of teachers’ expectations and the ways through which teachers communicate expectations to students. We finally deal with the pedagogical implications, offering suggestions about how teachers might become more successful in communicating high expectations.
Keywords: Self-fulfilling prophecy, Teacher expectations
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Abstract
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The premise being that there is a significant correlation between communication in the classroom and the academic performance of students, this article approaches the learning process as itself a function of communication, whereby communication is understood as a two-way interactive process. This is not to say that learning is communicatiion, nor is it to say that academic performance exists in a simple causal relationship to successful classroom communication: Successful communication between the teacher and students is a necessary condition of academic achievement. Effective teaching presupposes effective communication. The teacher makes effective communication possible by identifying the needs of the students, addressing these needs at the appropriate level, and creating a relaxed atmosphere in which a free, democratic flow of discussion is possible. Active classroom participation is not in itself sufficient, however; the cognitive processes must be brought into play. If the needs of the students have been accurately identified, and if appropriate verbal and non-verbal communication is employed, the chances of success are correspondingly high.
Effective teacher ccmmunication can be learned, and it is the responsibility of teacher training institutions and supervisory bodies, as well as of the teachers themselves, to ensure an adequate awareness of modern communication theories.
Keywords: communication, classroom, students, theacher, relationship.
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Abstract
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We studied how teacher–student interactions measured in terms of these characteristics differed for two teachers with distinct teacher–student relationships. A computer joystick device enabled us to measure teacher and student interpersonal behavior as a two-dimensional construct, a blend of Agency and Communion. Our results indicated that interpersonal content and complementarity discriminated between teachers, and that interpersonal structure did not. Measuring these characteristics seems promising to understand differences in teacher–student relationships.
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Keywords: Interpersonal theory; Real-time teacher–student interactions; State Space Grids; Time-series; Computer joystick method