Assignment 1: Building Positive Teacher-Student Relationships
Section 1. Summarise the content of the responses given by the students
Every teacher wants to be a good teacher, but how to become a good teacher is a question that teachers need to find the answers. The good answers may come from students. I, therefore, set up a conversation with a group of students comprising three girls and two boys who are at about 14 years old in order to get the advices on how to be their best teacher.
It is interesting that all of students said that teachers should be kind to students. Besides, teachers should respect students as well as their belief, culture and background. They also said that teacher should not be strict. Further, teacher should control …show more content…
Bernard (as cited in Cahill, Beadle, Farrelly, Forster, & Smith (2014) says that students with higher resiliency may likely to thrive in learning and less likely to suffer from social or psychological health problems. Interestingly, positive teacher-student relationship is a very important factor to promote students’ resilience and wellbeing (Cahill, Beadle, Farrelly, Forster, & Smith, 2014). I, therefore, analyse my consultation with students to be able to understand what the students expect their teachers do to build positive relationship with …show more content…
Therefore, teachers should practice to build, develop, and maintain positive relationships with students. Teachers should also be available to students (Johnson, 2008). They should also spend time to talk with students to understand them. Besides, teachers should actively listen to students’ concerns and worries to engage students (Johnson, 2008). Teachers should also respect students and treat them equally. Moreover, teachers should note that their interpersonal behaviour such as be friendly and helpful has a powerful significant effect on students learning and their social wellbeing and resilience (van Uden, Ritzen, & Pieters, 2014). It is also clear that teachers should recognise and understand students’ perspectives and world views, and their additional needs to be able to promote their resilience in coping with adversity as well as develop their connectivity to school (Johnson, 2008). Moreover, teachers’ encouragement, motivation, and constructive feedbacks have remarkable influence on positive cognitions of students resulting in a development of their self-efficacy. In addition, teachers should act in the interests of their students (Johnson, 2008). For example, they should have good seating plans to create a good classroom environment to support student
Section 1. Summarise the content of the responses given by the students
Every teacher wants to be a good teacher, but how to become a good teacher is a question that teachers need to find the answers. The good answers may come from students. I, therefore, set up a conversation with a group of students comprising three girls and two boys who are at about 14 years old in order to get the advices on how to be their best teacher.
It is interesting that all of students said that teachers should be kind to students. Besides, teachers should respect students as well as their belief, culture and background. They also said that teacher should not be strict. Further, teacher should control …show more content…
Bernard (as cited in Cahill, Beadle, Farrelly, Forster, & Smith (2014) says that students with higher resiliency may likely to thrive in learning and less likely to suffer from social or psychological health problems. Interestingly, positive teacher-student relationship is a very important factor to promote students’ resilience and wellbeing (Cahill, Beadle, Farrelly, Forster, & Smith, 2014). I, therefore, analyse my consultation with students to be able to understand what the students expect their teachers do to build positive relationship with …show more content…
Therefore, teachers should practice to build, develop, and maintain positive relationships with students. Teachers should also be available to students (Johnson, 2008). They should also spend time to talk with students to understand them. Besides, teachers should actively listen to students’ concerns and worries to engage students (Johnson, 2008). Teachers should also respect students and treat them equally. Moreover, teachers should note that their interpersonal behaviour such as be friendly and helpful has a powerful significant effect on students learning and their social wellbeing and resilience (van Uden, Ritzen, & Pieters, 2014). It is also clear that teachers should recognise and understand students’ perspectives and world views, and their additional needs to be able to promote their resilience in coping with adversity as well as develop their connectivity to school (Johnson, 2008). Moreover, teachers’ encouragement, motivation, and constructive feedbacks have remarkable influence on positive cognitions of students resulting in a development of their self-efficacy. In addition, teachers should act in the interests of their students (Johnson, 2008). For example, they should have good seating plans to create a good classroom environment to support student