Teacher Relationship Essay

Teacher relationship and the effects on students At a young age, children are molded by the adults around them, shaping how they socially develop and their cognitive development. Once the child is at a school age, the most important adult around them beside family is their teacher. Thus the teacher-student relationship is formed and it must be a positive atmosphere to ensure the child to grow mentally and emotionally. Student-teacher relationships are studied and is found to have a correlation with the child’s social development, their cognitive development, and the child’s academic success. Research long proposed as well as current research have been demonstrating that the child is needed to form a positive bond with their teacher in order …show more content…
At a young age, a child observes the environment around him/her and create a conclusion. When the child reaches the school age, however, they rely heavily on the teacher’s inputs and their view on the environment around them. The teacher’s perception influences the child’s perception and how they will continue to form opinions and view the environment around them in the future. When a child receives information from others is social transmission, which is one of the environmental ways that Piaget explains progression as well as experience. By experience, Piaget explains that a child forms their own views and opinions of the environment around them through the opportunity given. Piaget as well as others suggest that adults shape how a child acts on the world and create …show more content…
She hypothesizes that a more compassionate relationship would in return affect the child’s learning in a positive manner. It is noted that a teacher’s personal interactions with his or her students can make a significant difference for students. For this experiment, she had one main teacher-authority figure in a class of five students who was compassionate and engaging with the students. In another set, she had that same teacher-authority figure in a different class of five students, who was more distant from the students. Over a period two weeks of few lessons and quizzes, it was noted that the small class who had a more engaging relationship with the teacher overall achieved higher quiz scores compared to the distant teacher-student relationship. Patricia had noticed that the more engaged the students were with the teacher, the more motivated and eager they were to learn. When the students had any questions, they seemed to ask with less nervousness. The distant student-relationship, she noted that students did not engage with the teacher and did not ask many questions compared to the engaging student-teacher