Developing Positive Student-Teacher Relationship

Irfana Hashmi

Introduction:

Even as an adult long after our school life is over, we remember our favorite teachers. Teachers who supported us, cared for us, gave us confidence in ourselves, and inspired us to be our best. Teachers are the most influential personalities in a person’s life after parents. A strong bond and positive relationship with a teacher affect students in tremendous ways. It not only boosts their academic performance but helps in their personality growth as well.

Teachers can use their connection and bond with students to help them succeed academically and socially. When students feel that they are valued and respected, they perform better, behave better and accomplish better. They do out of respect and appreciation what they would not have done otherwise. Good teachers strike a balance between dominance and cooperation, they are firm but flexible, assertive but empathetic.

Body:

How do we go about developing positive student-teacher relationships? It is a strategy which needs planning ahead. Action should start from the very first day of school. Following action steps are some of the ways to build and develop a strong relationship with students.  

Always Being Kind and Respectful

Everyone wants to be treated with respect and listened to with empathy. Students in a classroom expect and deserve the same. Being kind, responsive and respectful to the students individually and as a whole class goes a long way in developing a strong and lasting relationship with students. When teachers give respect, they get respect. “Children are more likely to be respectful when important adults in their lives respect them” (Kohn, 1996). Students are eager to learn from teachers who create a welcoming, safe, respectful and non-threatening environment in the classroom. It does not mean that teacher cannot be firm and assertive, as being kind does not mean allowing disrespect and disobedience. Part of being kind and respectful to students include not embarrassing students on their mistakes or difficulty in understanding concepts and respecting the cultural background and diversity of students.

Treating Students Equitably

All students deserve an equitable opportunity of a good relationship with their teacher. Teachers should be fair in their treatment of students irrespective of their differences and difficulties, and should not display favoritism through actions like, picking only few students to answer questions, or always praising few select students. Students notice this behavior, and as a result show disinterest in learning, and for the need to perform well. “Students notice differential treatment, and they know who the teacher likes and does not like” (Fisher et al., 2018). When students get equal opportunity to answer questions, and acknowledgment of their efforts, it builds in them self-confidence in their abilities.

Some practical tips include,

• Eye contact with each student
• Allowing and encouraging full class participation

Showing care

One of the most effective ways for teachers to build positive relationships with students is to show them that they care. When teachers demonstrate care about students’ academic achievement, and their overall welfare, students enjoy coming back to school every day and try their best to perform well. Students are forthcoming about their problems and issues when they feel teachers care about them sincerely. Some of the ways for teachers to exhibit care for their students include,

• Greeting students with their names and cheerfully every day.
• Displaying joy and pleasure in their company and teaching them.
• Showing interest and knowledge of their personal lives and backgrounds. An interest inventory or Getting to Know you survey can be helpful in this regard.
• Talking informally with students during, after or before class.
• Complementing students on important achievements in their life.

Trusting students’ abilities and celebrating their achievements

Students perform according to the teacher’s expectation of them, and thrive when they receive encouragement and appreciation for their work. When teachers show positive expectations and trust in the ability of students, students feel compelled to try their best. They develop self-esteem and self-confidence. Teachers should remind students often that they believe they can do well, and achieve their targets. Teachers should use scaffolding, provide helpful resources, and support as needed to motivate students. Encouragement and praise to boost student’s confidence can come in various forms including,

• Displaying students work on classroom walls
• Simple gestures like giving a thumbs up, an affirming nod, a star sticker
• Cheering up and rooting for students.

Teaching with sincerity, passion and enthusiasm

Teaching everyday with sincerity, passion and enthusiasm helps students to flourish academically and love learning. Students pick up on the teacher’s vibes and feel excited about learning when they realize the teacher is giving it her best. Good teachers have subject matter knowledge, they use their time wisely, and provide support even where books, resources and curriculum fall short. Some practical tips can be,

• Keeping students’ profile, readiness and interest in mind when making lesson plans and delivering instruction as part of a sincere effort to impart knowledge and not just getting done.
• Involving students in trivia games, fun activities, field trips and other outdoor activities to ensure interest, enthusiasm and avoid boredom.
• Giving students choices in project-based activities, assignments, homework and group work also keeps students happy and interested.

Responding appropriately to Student’s responses and giving students Constructive Criticism

When teachers respond in patient, helpful and guiding way to students’ incorrect responses instead of one of bitterness, frustration and disgust. It conveys to students that making mistakes is okay and an important part of learning.  Appropriate responses should be managed by,

• Increasing latency time for responses when asking questions
• Providing hints and cues to help students to get correct answers
• Emphasizing what was right
• Restating/Rephrasing the question etc.

Teachers always have to deal with inappropriate behavior and discipline issues in the classroom. Handling them in ways which save students from embarrassment is more likely to cause students to learn from their mistakes. Teachers should deal with these disciplinary and misbehavior issues calmly and privately, allowing students time to reflect on their actions. Again, if the teacher-student relationship is healthy and strong, students behave better to stay in good books of the teacher and to have a good rapport with the teacher.

Conclusion:

Teachers play a key role in shaping their student’s life inside and outside the classroom. Positive student-teacher relationships have lasting effects on a student’s academic achievement, social growth and success in life. These relationships create a collaboration which encourages students to good behavior, feeling motivated and becoming lifelong learners. Keeping a healthy relationship with students make the classroom more manageable and engaging for the teacher as well, so it’s a win-win situation for all.

References:

Thompson, C. S. (2018). The construct of ‘respect’ in teacher-student relationships: Exploring dimensions of ethics of care and sustainable. Journal of Leadership Education, 17(3), 42– 60. https://doi.org/10.12806/v17/i3/r3

Kohn, A. (2001). Beyond discipline: From compliance to community. Merrill/Prentice-Hall.

Boynton, M., & Boynton, C. (2005). The Educator’s Guide to preventing and solving discipline problems. ‎ ASCD.

Fisher, D., Frey, N., Quaglia, R. J., Smith, D., & Lande, L. L. (2018). Engagement by design: Creating Learning Environments where students thrive. Corwin Literacy.

Abdul-Hakeem, R. (2021, October). Classroom Management course. [PowerPoint slides]. IOU. https://campus.iou.edu.gm/campus/mod/page/view.php?id=28394