2. Defining a Good Teacher-student Relationship Research on teacher-student relationships defines high-quality, or good, teacher-student relationships as having low levels of conflict and high levels of closeness. Such a relationship is characterized by ‘affection, warmth, and open communication’ between student and teacher. This definition is based on extended attachment theory from research on mother-child relationships. Attachment theory claims that children need to develop an affectionate bond with at least one main caregiver in order to feel safe.
Teacher Commitment has been viewed as a multidimensional concept. These dimensions are thought to be external to the teacher but interconnected and have some influence on each other. For instance, Mever and Allen (1991) reviewed prior research to define three dimensions of commitment that they labelled affective, normative and continuance. 1. Affective Commitment is the teacher’s positive emotional attachment to the school for the learning of the students.
Firstly through; being very attentive to the children, identifying their needs, while also noticing and understanding variances in their behaviour and responding accordingly. In correlation to this teachers should develop self-awareness to separate their own feelings from those of the children Lillard (2005). Secondly, observation is used to evaluate children‘s interests, for instance, the teacher would note whether or not the child is interested in an object, how he/she displays this interest and how long they are interested in it. As a result, teachers could also use observations to assess children‘s work in progress, though this must be done subtly as even a glance could disrupt the concentration of a child engaged on a
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
However, the organizational commitment shall be defined as a measure of multidimensional where it encompassed all three components. In this study, affective commitment refers to the emotional attachment that the school counselor has toward the school he or she is attached to and it is defined in view of the desire to be identified with, attached to, and involved in the school. The school counselors who demonstrated a higher sense of belonging to the school, portrayed strong emotional affection, and have a high acceptance of employment standards and rules. Normative commitment refers to the school counselors’ attachment to the school in view of the sense of belonging and loyalty of his or her values. The school has become the favorite place of the school counselors and the counselors feel that they “ought to” stay for the benefit of the students, the school and
27 articles of the 2,148 total met the needed criteria, and were analyzed. She found that good, encouraging relationships with peers were likely to have a positive impact on educational and personal development. If interpersonal relationships such as student-teacher and peer relationships aren’t substantial, it can have a negative impact on the student’s well being, and even have an impact on psychological stress and mental illness. Peer acceptance was a vital factor, and contributed significantly to a sense of belonging in secondary school
Furthermore, make sure that students ' self-belief is enhanced and they must believe that they are able to learn and deal with failures in order to develop their confidence towards learning. Allowing students to enjoy learning by working with others will enhance their sense of competence because cooperation between the students among themselves is a basic aspect of the Reconstructivism philosophy. The most important thing that I must pay attention to is my relationship with the students because when students feel comfortable toward the teacher, they can be engaged easily in the
If children is accepted, respected and commended for what it is, it will start to accept both positive and negative sides of own personality, and will be able to develop appropriate self-esteem. However, if parents and other people who are important to them belittle, insult, blame and reject, children will develop negative attitudes towards themselves and low self-esteem. This process begins in the early school age, and the feedback of self-worth and acceptance of others, especially peers, are becoming more important as approaching
Effective Learning Environments: A reflection on the application of theory to practice during school-based experience. Alberto López Calatayud Student Number: 20080689 Introduction Throughout the previous assignment, the Attachment Theory was considered as one of the major characteristics an effective learning environment should include. Bowlby’s (1969) attachment theory claims that children are born with a pre-programmed biological form of attachment with people surrounding them since this will help them to survive. Additionally, another definition of attachment is that of Berk (2012), who states that attachment is a strong, caring bond people have with others so that they can feel comfortable with in times of great stress. However, in the context of MFL (Modern Foreign Languages), children are older in comparison with those studies carried by Bolwby (1969) and therefore, different strategies will be needed to embrace the characteristics of an MFL effective learning environment.
Teachers can vary in their quality of teaching in the aspect of attitude, knowledge and skills. Ultimately, even with the different skills present in teachers, their goal remains mutual which is to aid students to achieve their goals in life. The type of relationship that occurs among teachers and students plays a crucial role towards student’s development. According to Liberante (2004), teacher- student relationship is a powerful tool as it is able to cultivate a sense of belonging within students which leads them to be more involved in classroom activities. Camp (2011) defines teacher-student relationship as the formal interpersonal interaction between an authority and a subordinate regularly.