TEACHER  STUDENT RELATIONSHIP

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Establishing Positive Teacher- Student Relationships . . . Students expect teacher more than just being friendly. According to the results of a study, students stated that good teachers:Should make sure that students did their workShould control the classroomShould be willing to help students

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TEACHER STUDENT RELATIONSHIP

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1. TEACHER STUDENT RELATIONSHIP

2. Establishing Positive Teacher- Student Relationships

3. Students expect teacher more than just being friendly. According to the results of a study, students stated that good teachers: Should make sure that students did their work Should control the classroom Should be willing to help students whenever and however the students want help Should explain assignments and content clearly Should vary the classroom routine Should take time to get to know the students and their circumstances

4. Establishing a positive teacher-student relationship is the most important part of teaching, because ; It affects both academic achievement and students’ behavior. It can provide “remedial attachment experiences” that can reduce depression or aggression. It enhances learning.

5. Teacher as a Model Action speaks louder than words. (American Proverb)

6. Deeper than management, teacher hope to change attitudes and even values in the confused and value defficient youngsters . This requires the teacher to be a model, or deeper yet a figure for identification, one who interacts and discusses with children, pointing the way to more successful ways of feeling and acting. William Morse.

7. Research indicates Individuals are likely to model the behaviours of people whom they view as possessing competence and conrol over resources , and who are major sources of control, support and reinforcement – charachteristics possessed by teacher.

8. Research also indicates Young people ar more likely to model behaviour that is exhibited by several adults.

9. ESTABLISHING EFFECTIVE RELATIONSHIPS WITH STUDENTS Effective teaching involves blending warmth, concern and firmness

10. ESTABLISHING EFFECTIVE RELATIONSHIPS WITH STUDENTS Thomas Gordon (1974)- what is needed for a good relationship between a teacher and a student Openness (transparency):limits in interfering in one another’s lives Caring:knowing that one is valued by the other Interdependence:dependence on each other Separateness:allowing the other to develop his uniqueness and individuality Mutual needs meeting:meeting one’s needs in a way that does not allow the other to be ignored

11. ESTABLISHING EFFECTIVE RELATIONSHIPS WITH STUDENTS Noddings (1984) – moral education based on caring Modeling: how teachers treat others Dialogue: open-ended discussion Practice: opportunity to be involved in caring relationships Confirmation: validate each student’s growth toward being a caring member of community

12. Misconception ? students need structure and limits rather than caring Teachers can demonstrate respect, caring and warmth toward students and still hold very high expectations regarding students’ behaviors and academic performances.

13. Creating Open, Professionally Appropriate Dialogue with Students How open and involved a teacher wishes to be with students? Almost complete openness ? a wide range of personal concerns and values are shared with students Limited openness ? sharing the teachers’ reactions to and feelings about the school environment and limited sharing of their out-of-school lives No openness ? no personal feelings or reactions, just performing instructional duties

14. Do not show intense intrest in students’ social activities and intrests!!! because: It is devalued by students if they see that teacher does not have something more different/interesting than that of students’.

15. ‘BE FRIENDLY NOT FRIEND WITH YOUR STUDENTS’

16. Students often react negatively to and abuse people whom they view as merely roles, but they less often create problems for individuals whom they know and understand.

17. WHICH TYPE OF OPENNESS IS BEST?

18. The second type of openness, limited openness, enhances students’ sense of ownership in, and impact on the classroom environment and thus can improve classroom management and student motivation.

19. METHODS FOR COMMUNICATING CARING AND SUPPORT Teachers should show their interest and concern for students. There are several ways: Getting to know students Maintaining a high rate of positive to negative statements Communicating high expectations to all students Giving specific, descriptive feedback Listening to students Responding effectively to inappropriate or disruptive behavior

20. Getting to know students Family structure Life cycle Roles and interpersonal relationships Discipline Time and space Religion Food Health and hygiene History, traditions, holidays

21. Ways to get to know the students Arranging individual conferences with students in order to establish a trusting, respectful and warm relationship. during your preparation period, lunch, before or after school. Joining in school and community events Students have a chance to view teachers in a personal light. Joining in playground games Show our humanness and demonsrate that we enjoy our students. Demonstrating interest in students activities Dramatic academic or behaviour improvement in students

22. Eating lunch with students Listen to the student’s concerns about personal or school problems, but do not waste the time by talking about the student’s schoolwork or behaviour. Arranging interviews Allow the children to interview and learn about your interests and life outside the school. Sending letters and notes to students When a student has been successful at a new or difficult task, when a student’s behaviour has improved, when a personal problem is challenging, on a student’s birthday. Using a suggestion box Encourage the students to write ideas for making the class a better place in which to learn.

23. Being aware of issues related to sexual harassment Physical contact is a natural, healthy part of positive, supportive, interpersonal relationships. As teachers we need to carefully monitor our behaviour so that it heals and teaches but never offendsor frightens the students. But still, it is better to shake hands or pat on the back rather than hugging.

24. Maintaining a high ratio of positive to negative statements Children are sensitive to praise and criticism given by adults. Thus, frequent negative remarks are usually accompanied by students dislike for school. Therefore, teachers should be careful about their behaviors. Their behaviors can be put under these four types:

25. Intentionally disinviting (e.g. conscious discrimination against blacks; insult) Unintentionally disinviting (e.g. unconscious prejudice about anything) Unintentionally inviting (e.g. unconscious facilitators behaviors like touching) Intentionally inviting (e.g. conscious praise, greeting the students,positive feedback)

26. Invitation: Verbal or nonverbal messages transmitted to students with the information that they are responsible, able and valuable. This fosters positive teacher-student relationship. Disinvitation: Messages intended to tell that they are irresponsible, incapable and worthless. (Purkey)

27. What about you? Have you ever experienced any of those situations?

28. GIVING SPECIFIC AND DESCRIPTIVE FEEDBACK When providing students with feedback, pay attention to three questions: how much? (Inform or correct after a mistake as much as possible) to whom? (not only to high achievers but also to students of lower socioeconomic status and low achievement) what type? (specific, clear, descriptive feedback)

29. An effective feedback must have three qualities: contingency: praise the child immediately after the desired behaviors. specificity: praise should describe the specific behavior reinforced. credibility: praise should be appropriate for the situation and the individual.

30. LISTENING TO STUDENTS Listening to students helps them feel accepted and respected helps them express their real concern, need and want helps them examine and solve their problem

31. Empathic and non-evaluative listening: Reduces the tension & anxiety about their true feelings Reduces the possibility of showing unwanted behaviors Reduces the possibility of hiding feelings that could not be showed directly Helps to clarify their feelings and deal with a situation effectively

32. Two basic methods to nonevaluative listening simple acknowledgement: making oral responses while listening to student such as “yes”, “I see”, “I understand”, etc. paraphrasing/active listening

33. General guidelines for paraphrasing Restate their ideas and feelings in your own words Use phrases like “you think”, “it seems to you that”, “your position is” Avoid any indication of approval or disapproval Look attentive and interested Put yourself in their shoes and try to understand what his message means

42. Responding Effectively to Inappropriate or Disruptive Behavior When teachers give responses to student behavior that distrupts the learning environment, it is crucial that teachers give directions or requests calmly clearly politely This is the manner that shows respect for students and encourages them to respond positively.

43. When informing a student that s/he needs to change her/his behavior that distrupts the learning environment, the following methods may be helpful apart from sending clear requests: Deal in the present: Young people are very “now” oriented. When important matters occur, it is vital to discuss them as soon as possible. Talk directly to students rather than about them: Rather than talking to parents or colleagues about students, adults should talk their feelings directly to students by showing respect for them. Speak courteously: Using courtesy statements like thank you, please, and excuse me highly contribute to creating positive interactions. asas

44. 4) Make eye contact and be aware of nonverbal messages: Teachers’ nonverbal messages should be compatible with their verbal messages because children often respond more to what adults do than to what they say. 5) Make statements rather than asking questions: :Children are bombarded with questions when they misbehave. A child who is coming late to class would probably have different feelings on hearing I was concerned when you were late because we have to leave on our field trip in five minutes compared to Where have you been?. Questions often make students feel defensive rather than take responsibility for their own behavior. 6) Take responsibility for statements by using the personal pronoun I

45. I- messages: Students experiencing behavior problems are often not as capable as their peers of understanding others’ points of view. I- messages assume great importance in helping students learn to understand others’ perspectives. We generally have communication problems because we always say the others what is wrong with them rather than expressing how we are feeling in the situation. This leaves the person we are talking to defensive. Teacher ? “You are being disruptive.” or “You’re late again.” Student ? would probably feel attacked and defensive Teacher ? “It distracts me and I feel uncomfortable when you come in late.” Student ? has been provided with useful information about his/her effect on other people.

46. When expressing a concern about students’ behavior that affects the teacher, the teacher should make use of three components in his/her I- message. These components are: the personal pronoun I the feeling the teacher is experiencing the effect the student’s behavior is having on the teacher (Thomas Gordon, 1974) A typical teacher’s response to a student’s interruption : “If you can’t stop interrupting me, you can leave the room.” If an I-message is used in this situation:, “When you interrupt me, I become concerned because I have difficulty helping the other students. Please wait until I finish helping Sam and I will be glad to help you.”

47. Since adolescents are particularly sensitive to peer pressure, they may respond to even the most thoughtful public criticism defensively. So, it is best to send I- messages privately. Also, as most adolescents like being treated as adults, they will usually respond to private expressions of I- messages in a positive way. A less open way to send an I- message: When a student begins to talk to another student while the teacher is making a presentation, the teacher might say: “I expect students to listen quietly while someone in this class speaks.”

48. Anaokulunda akil almaz görüntü Antakya'da TOBB Ilkögretim Okulu'nun ana sinifinda görev yapan ögretmen F.N., sözünü kestigi gerekçesiyle 6 yasindaki ögrencisine ceza verdi.  Ögrenciyi, masasinin altina yüzüstü yatiran ögretmen çocugu tekmelemeye basladi.  Siniftaki ögrencilere, "Ögretmeninizin sözünü keserseniz, böyle paspas olursunuz" diye bagiran ögretmenin bu muamelesi, stajyer ögretmen tarafindan cep telefonuyla görüntülendi. K.E’nin dayisi Ibrahim Akgül Yegenine yapilan siddetin görüntülerinin de bulundugunu ifade eden Akgül, "Görüntüleri izledigimizde dehsete düstük. Yegenim psikolojik olarak etkilendi.Okula gitmek istemiyor. Rapor alacagiz. Gerekli bilgileri okul müdürüne izah ettik, ögretmenin yaptigi hareketin cezasiz kalmamasi için yetkilileri göreve davet ediyoruz" diye konustu. Olayin Il Milli Egitim Müdürlügüne bildirildigi, okula müfettislerin gönderildigi, F.N. hakkinda sorusturma baslatildigi bildirildi. http://hurseda.net/guncel/21188-Ana-Okulu-Ogrencisine-Ogretmen-Iskencesi_.html

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