HEEEY :D SO YEAH

I decided to start posting papers of mine up on here and such. Because they CAN be interesting.

This is my Literature Review on "How Teacher-Student Relationships affect Academic, Social and Emotional Success".I got one of the best marks in the class on this, and it is what my Seminar was based upon. I got a "4" average on it, I got 2 4+s and 1, 4-.

I am not doing it to brag, I am just posting it so it actually informs more people, because I found it interesting! So enjoy :) I think it looks shorter in my blog.. my actual thing was like 7 pages double spaced. Its about 1,800 words. PLEASE DO NOT COPY. THANK YOU

Enjoy :)


Teacher-student relationships affect academic, social and emotional success in many different ways. Receiving high academic achievement is important to many students and having positive, friendly, close, respectful and appreciative relationships with a teacher is important to achieving success in academics. In contrast, some student-teacher relationships such as, conflictual and disrespectful produce a lower academic achievement level. Teachers influence a student’s social success through student-teacher relationships, by giving students opportunities to learn in social situations and teaching them social skills. Within student-teacher relationships teachers influence and aid students’ emotional success, as it is important to students’ well-being and academic successes as well. Having a reciprocal caring relationship between a student and a teacher is very important to academic, social and emotional success within school, and should be a portrayed trait between the student and especially the teacher.

How Teacher-Student Relationships Positively affect a Student’s Academic Achievement

A student-teacher relationship greatly effects the academic success of students. Receiving high academic achievement in school is what schools and curriculums generally aim for within students, and the teacher-student relationship plays a huge role within this (Fried, 2001). An experiment was conducted upon 40 college students to determine the effects of positive greetings on test grades. On the first test day the professor greeted them with “I am glad you are in class today!” and on another test day they received no pre-class attention. On the day when students received positive greetings, they had a higher test average (85.25%) then the day they didn’t (67.05%) (Weinstein, Laverghetta, Alexander & Stewart, 2009). This means that if a teacher establishes a positive and caring relationship with their students, it produces positive academic grades. Generally students perform better on tasks if they feel respected and appreciated by their teachers (Fried, 2001). Students that have close, positive and supportive relationships with teachers will achieve higher levels of achievement (Rimm-Kaufman, 2011). Although teachers have to follow a curriculum, they need to make it exciting for students so they can make connections to an area or skill (Fried, 2011, p 106). By creating a relationship with their students, teachers can determine how the students learn, and if the teacher teaches in a way that the students are engaged, then they retain the information longer and create a higher understanding. Having a personal connection, frequent communication and guidance within a student-teacher relationship forms bonds of trust and creates more engagement in academic content and improves classroom behaviour, which then achieves higher levels in school (Rimm-Kaufman, 2011). Getting the student-teacher relationship to work takes courage on the part of the teacher, as they need to develop a mutual respectful relationship that lets students learn the curriculum (Fried, 2011, p 110).

How Teacher-Student Relationships Negatively affect a Student’s Academic Achievement

Certain relationships between a teacher and a student produce lower academic achievement levels. If teachers do not show caring towards their students then their academic grades suffer (Weinstein, Laverghetta, Alexander & Stewart, 2009). If students feel unappreciated and disrespected their attention spans decrease and conduct decreases and then teachers will have to try significantly harder to get their attention in class (Fried, 2009, p. 49). Rimm-Kaufman (2011) believes students with conflictual relationships with their teachers receive lower grades than those with positive, close and supportive relationships. Students that have conflict with teachers in a younger grade continued to have lower academic achievement all throughout school until the eighth grade because they remember the conflict they had with one teacher, and assume that they will have that conflict in all student-teacher relationships (Rimm-Kaufman, 2011). Overall, negative and conflictual relationships with teachers produce low academic achievement.

How Student-Teacher Relationships affect Students’ Social Success

Schools teach us many of the things we know, including social skills, and teachers play a big influence on how we learn to act socially. Student-teacher relationships influence the way we interact, learn, and build our community (Bird & Sultmann, 2010). Teachers will show students different skills associated with socializing. In a student-teacher relationship, teachers should instruct students on manners, care and teach them social skills (Green, 2009). It is very important for teachers to ensure positive social communication within the classroom and teachers teach students to listen with respect, share ideas and share interpretations of ideas (Fried, 2001, p. 191). Fried (2001) believes teachers should teach social skills within the classroom by, creating discussion groups about topics, making speeches, eliminating put-downs and teasing, and emphasizing read-aloud skills (p. 192-193). Teachers try to create a socially acceptable environment, by trying to eliminate shyness, aggressiveness and cultural differences (Fried, 2001, p. 180). A classroom setting needs a positive environment to bring a sense of community into the class to promote learning skills, by holding discussions in class (Fried, 2001, p. 48-54). When teachers and students hold a positive relationship, it promotes other students to hold identical positive relationships with their community and classmates (Rimm-Kaufman, 2011). When the school holds a successful social environment between all relations (Teacher-student, student-student, teacher-teacher etc.,) then this also helps promote academic success (Parsons & Harding, 2011). Children with close relationships with their teachers develop better social skills then those with conflictual relationships with their teachers. (Rimm-Kaufman, 2011). Therefore, by having a good student-teacher relationship, students are able to have more social success.

How Teacher-Student Relationships affect Students’ Emotional Success

A student’s emotional success is very important to the student inside and outside of the classroom. Being emotionally successful is very important to academic success because a learner learns best when in an optimum state of well-being (Bird & Sultmann, 2010). In a successful student-teacher relationship, teachers understand that students carry around emotional baggage with them and sometimes bring it with them to school (Green, 2009). For a teacher to help create emotional success in students, they need to be a confidant, be a friend, they need to nurture, discipline, ensure student’s safety inside and outside of the classroom by watching for warning signs for abuse, praise and encourage and be a positive role model (Green, 2009). All of these things help create a safe and caring environment, which is required for a state of well-being to be established (Bird & Sultmann, 2010). Within the relationship, teachers should get to know students and spend time with each student individually to help promote emotional success (Rimm, Kaufman, 2011). Showing students you care within a student-teacher relationship can help their self-esteem (Green, 2009). Rimm-Kaufman (2011) says teachers also need to be aware of the messages they are sending to their students, and ensure they are sending only positive messages for a positive emotional response. Teachers need to teach self-awareness, social awareness, self management, relationship skills and responsible decision making so student can form a positive well-being for social success (Bird & Sultmann, 2010). Within a student-teacher relationship, teachers need to understand that kindness and respect is not enough for emotional success, and they also should not give up quickly on negative relationships (Rimm-Kaufman, 2011). Overall, a student-teacher relationship is important for emotional success, teachers need to be there for students to help them develop their well-being as emotional and academic success frequently intermix.

How caring is important to the success of students and the Student-Teacher Relationship

Within a student-teacher relationship, caring is an important skill for teachers and students for developing academic, social and emotional success. Showing students you care within a student-teacher relationship can help their self-esteem (Green, 2009). Green (2009) states being a confidant and a friend for a student shows caring which helps with academic and emotional success. Student and teacher relationships should be defined by “positive” and “caring” and they should ask themselves how they can show that they care for each other by using actions (Parsons & Harding, 2011). One way teachers can show they care about their students inside and outside of the classroom, is by showcasing their learning such as assignments they have done, or even by acknowledging something they have done outside of class (Rimm-Kaufman, 2011). Traits such as caring, respect, professionalism and commitment are important skills for a teacher to possess in a student-teacher relationship (Brady, 2009). When you show a student that you care about them, they generally receive better test grades (Weinstein, Laverghetta, Alexander & Stewart, 2009). Although caring is very important, teachers shouldn’t think that being caring, kind, respectful is enough to boost achievement, there needs to be many set goals (Rimm-Kaufman, 2011). Overall, even though caring should not be the only trait expressed, it is one of the most important characteristics that should be expressed within a student-teacher relationship, to promote academic, social and emotional success.
Therefore, teacher-student relationships are extremely important to academic, social and emotional learning. Having successful relations and producing shared traits such as caring, respect, positivity, support, friendly, etc., between a student and a teacher produce positive results in students’ academics, social and emotional learning. Teachers and students are very important to each other, and having a conflictual and/or poor relationship between them can risk having negative academic, social and emotional results. Overall, there should be more of a demand placed on the importance of successful relationships between the student and teacher to be able to increase the success socially, emotionally and academically.





References


Bird, K. A., & Sultmann, W. F. (2010). Social and emotional learning: Reporting a system approach to developing relationships, nurturing well-being and invigorating learning. Educational & Child Psychology, 27(1), 143-155. Retrieved from EBSCOhost.

Brady, L. (2011). Teacher Values and Relationship: Factors in Values Education. Australian Journal of Teacher Education, 36(2), 56-66. Retrieved from EBSCOhost.

Dozier, C., Garnett, S., & Tabatabai, S. (2011). Responsive Teaching through Conversation. Reading Teacher, 64(8), 636-638. Retrieved from EBSCOhost.

Fried, R. (2001). The Passionate Learner: How Teachers and Parents Can Help Children Reclaim the Joy of Discover. Massachusetts: Beacon Press.

Green, T. (2009). Chapter 8: More Than an Educator: Being What Your Students Need. In, How to Be Successful in Your First Year of Teaching Elementary School: Everything You Need to Know That They Don't Teach You in School (pp. 197-208). Atlantic Publishing Company. Retrieved from EBSCOhost.

Parsons, J., & Harding, K. (2011). Making Schools Work Better. Online Submission, Retrieved from EBSCOhost.

Rimm-Kaufman, Sara. (2011) Improving Student’s Relationships with Teachers to Provide Essential Supports for Learning. Retrieved November 1, 2011 from, http://www.apa.org/
education/k12/relationships.aspx

Weinstein, L., Laverghetta, A., Alexander, R., & Stewart, M. (2009). Teacher Greetings Increase College Students' Test Scores. College Student Journal, 43(2), 452-453.