Positive teacher-student relationships promote a sense of school belonging and encourage students to participate cooperatively.
Students develop confidence to experiment and succeed in an environment where they are not restricted by the fear of failure. Teachers are able to assist students with motivation and goal setting, and students can turn to them for advice and guidance. The effects of teacher-student relationships have been researched extensively, and points to how positive relationships can have good social and academic outcomes.
In , a researcher by the name of J ohn Hattie identified a number of influences related to effective learning and achievement. Some of these influences included teaching strategies, classroom discussion, classroom cohesion, teacher expectation, teacher immediacy, teacher credibility and classroom behaviour. Establishing a positive and supportive classroom environment, combined with productive relationships between teachers and their students, will provide a platform in which students are encouraged and motivated to grow both academically and personally.
Hattie noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. It is thought that the risk of young people struggling with mental illness can be diminished with the help of a support framework. Teachers are in a position to act as a powerful and effective means of support and encouragement when this may not always be available in the home environment. Emily Gallagher published an article that sites further research into the effect of teacher-student relationships on social and academic outcomes.
Specifically she highlights how classrooms can become supportive spaces where students can engage in academically and socially productive ways. She also emphasises that students who have positive relationships with their teachers are more willing to take on academic challenges and work on their social-emotional development.
There are many different ways teachers can build positive relationships with their students. They provide structure The majority of students respond positively to a structured environment. Storyteller serves children two to five years of age. Only the toddler teachers were included in this study.
Three toddler teachers and one administrator was recruited for this study. At Transition House, six infant and toddler teachers and two administrators were recruited.
All participants in the study were women and predominantly Latino and Caucasian. Procedures consist of transcripts from five group interviews. The interviews were conducted May-June, ranging from thirty to 45 minutes each for a total of approximately one hundred and seventy-five minutes of audio recordings. Interviews followed a prepared, semi-structured protocol. Transcription totaled over 76 pages of double-spaced text. Audio recorded group interviews were transcribed by a professional transcription service agency.
Transcriptions were carefully reviewed to understand and interpret the data. Upon completion of all transcriptions, detailed themes emerged, which later formed the basis for the coding system.
Open axial coding was utilized and multiple levels of codes were outlined into lists and sub-codes were developed based on the study research question, theoretical framework, and themes that had emerged during the transcription analysis. Results: This research study findings show relationships were influenced and strengthened from Learning Stories in the following areas: a educators focus on the development of individual children; b addresses the child directly and viewed as an important element that parents responded to positively; c focuses on the positive attributes of the child rather than deficits; d opens communication between educators and parents; e helps teachers show parents they care about children.
Research findings reveal Learning Stories help adults focus more closely on infant and toddler learning and development. Learning stories provides opportunity to influence positive relationships between parent-child, teacher-parent, and teacher- child. Discussion: Limitations of the study include overgeneralization.
The study cannot be generalized to all populations of homeless children in child care centers shelters. The availability of time for parents to collaborate with teachers can differs.
The small sample size was from a coastal community located in southern California and cannot be generalized to all programs. Future research needs to include a larger sample size of infant and toddler development programs who are from varying geographic regions. A larger population may address issues of generalizability. Good Two-Way Communication Good two-way communication between families and schools is necessary for your students' success.
Opportunities for two-way communication include: Parent conferences Parent-teacher organizations or school community councils Weekly or monthly folders of student work sent home for parent review and comment Phone calls E-mail or school website. Communication Strategies Personal contact, including conferences, home visits, telephone calls, and curriculum nights or open houses, seems to be the most effective form of communication and may be among the most familiar.
Some strategies to consider include: Parent newsletters Annual open houses Curriculum nights Home visits where applicable Phone calls Annual school calendars Inserts in local newspapers Annual grandparents or "special persons" days Board of Education spokesperson or communications officer at PTA meetings Homework hotlines Annual field days Notices and handouts in local markets, clinics, churches, mosques, temples, or other gathering sites Website for the school Workshops for parents Communications that are focused on fathers as well as mothers Effective communication strategies involve: Initiation: Teachers should initiate contact as soon as they know which students will be in their classroom for the school year.
Contact can occur by means of an introductory phone call or a letter to the home introducing yourself to the parents and establishing expectations. Timeliness: Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved. Consistency and frequency: Parents want frequent, ongoing feedback about how their children are performing with homework.
Follow-through: Parents and teachers each want to see that the other will actually do what they say they will do. Clarity and usefulness of communication: Parents and teachers should have the information they need to help students, in a form and language that makes sense to them. Surprise a Parent Parents are not accustomed to hearing unsolicited positive comments from teachers about their children, especially in a phone call from the school. Phone Guidelines Sometimes, as a new teacher, it's difficult to make the first call to a parent or guardian.
American Federation of Teachers, Washington, D. Reprints You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author s. For commercial use, please contact the author or publisher listed. Related Topics Parent Engagement. Professional Development. Comments This information is on target with our school policies and parent involvement. It was very useful between for both the teachers and parents likewise the school management.
Very informative. This was some very useful information. Very time and informative with information for a course I am doing.
The information was on point as a parent and educator. Add comment Your name.
More information about text formats. Web page addresses and e-mail addresses turn into links automatically. Lines and paragraphs break automatically.
Leave this field blank. New and Popular. The Development of Phonological Skills. Graphic Novels for Young Kids.
Get Widgets. Our Literacy Blogs. Shanahan on Literacy.
September 23, Kids and educational media. February 14,