The Effects of Teacher-Student Relationships: Aligned with attachment theory Ainsworth, ; Bowlby,positive teacher-student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills Baker et al. Teachers who support students in the learning environment can positively impact their social and academic outcomes, which is important for the long-term trajectory of school and eventually employment Baker et al. However, little is known about the effects of teacher-student relationships on high school students.
On one hand, they are asking for demanding??? And so, the past two weeks have put my many experiences with adolescents to the test. While others working in this area use their own constructs, lexicons, and idiosyncratic terms, I believe that the goal of and term self-management is the most scientifically defensible and the most functional in terms of describing what we want adolescents to learn, master, and be able to apply.
Moreover, the underlying science and practice resulting in student self-management outcomes has been well-established and discussed by me in numerous past blog posts. The primary scientific components are: Moreover, they interact in different ways for different students…and in different ways relative to different academic versus social, emotional, or behavioral outcomes see below.
At the same time, this is the science.
The Self-Management Blueprint is universal and indisputable. The study reports survey results from overstudents in schools across 26 districts in 14 states in every part of the country during the school year.
Care—Teachers who care are emotionally supportive and interested in students. Confer—Teachers who confer talk with students as well as welcome and respect student perspectives.
Captivate—Teachers who captivate make learning interesting and relevant. Clarify—Teachers who clarify explain things clearly, provide informative feedback, and clear up confusion in order to make lessons understandable.
Consolidate—Teachers who consolidate summarize and integrate learning.
Challenge—Teachers who challenge students press them to think rigorously and to persist when experiencing difficulty.
Classroom Management—Effective classroom management entails developing a respectful, cooperative classroom climate with on-task behavior.
Not that Dweck has not extended this research in important ways…but why is there a need for the rebranding? I will expand this discussion in a future post. The Harvard Report outlines a plethora of important results. Be attentive and sensitive, but avoid coddling students in ways that hold them to lower standards for effort and performance as this may undermine their self-management and efficacy.
If some students seem unresponsive, do not assume too quickly that they are disinterested. Some students—and especially those who struggle—purposefully hide their interest and their effort.
Challenge by Requiring Rigor: Press students to think deeply instead of superficially about their lessons. Set and enforce learning goals that require students to use reasoning and exercise self-management in solving problems.
Expect some pushback from students who might prefer a less stressful approach. Try increasing captivation and care in combination with rigor in order to help mitigate the tension and make the experience more enjoyable.Mechanical Obstacles to Writing: What Can Teachers Do to Help Students with Learning Problems?
By: Stephen Isaacson. Abstract. Many students with learning problems are frustrated in their attempts at written expression because of difficulty with the mechanical aspects of writing. How Teachers are a Positive Influence on Students.
written from two different passages. Essay by rblb, High School, 10th grade, A, January download word file, /5(11).
The Effects of Teacher-Student Relationships: Social and Academic Outcomes of Low-Income Middle and High School Students Emily Gallagher. Teachers play an important role in the trajectory of students throughout the formal schooling experience (Baker, Grant, & Morlock, ).
Different Kind of Classroom. by Robert J. Marzano. Table of Contents. Chapter 2. Dimension 1: Positive Attitudes and Perceptions About Learning. Without positive attitudes and perceptions, students have little chance of learning proficiently, if at all.
Language transfer (also known as L1 interference, linguistic interference, and crosslinguistic influence) refers to speakers or writers applying knowledge from one language to another language. It is the transfer of linguistic features between languages in the speech repertoire of a bilingual or multilingual individual, whether from first to second, second to first or many other relationships.
The ethnic imbalance between teachers and students gains in significance in light of several studies reporting that teacher–child ethnicity match is associated with more positive teacher ratings of closeness (Saft & Pianta, ; Zimmerman, Khoury, Vega, Gil, & Warheit, ).