The Teacher Student Relationship : A New Zealand Context Macfarlane ( 2004 )

764 Words Oct 19th, 2015 4 Pages
happiness at seeing their sports teacher even before the class begins if they have engaged in or seen that teacher engaging in extracurricular activity with other students. In a New Zealand context Macfarlane (2004) explores this same notion in his work on Manaakitanga and Whanaungatanga. Manaakitanga is developing an ethic of care for students and Whanaungatanga is sharing common interests and values (Macfarlane, 2004) Extracurricular activity provides a platform to establish meaningful relationships with students (Macfarlane, 2004). The literature suggests that if teachers are able to cope with the added time pressures that comes with engaging in extracurricular activity there can be positives for the teacher-student relationship such as leading to greater communication levels between teachers and students. Similarly, if they do not, it can have negative connotations for the teacher to student relationship such as teachers lacking the ability to build rapport with students which can be vital to learning (Eccles, Barber, Stone & Hunt, 2003; Saiiari et al, 2011; Whitely & Richard, 2012).

Student educational outcomes
Eccles et al., (2003) investigated the consequences of engaging in extracurricular activity for students. One key finding was that if students see teachers or know they are engaging in extracurricular activity, then those students can see that those teachers are a part of the bigger school community (Eccles et al, 2003). This has the effect of initiating…

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