Teacher–Students Relationships in the Classroom (original) (raw)

Two decades of research on teacher–student relationships in class

2005

This paper reports on results of research from a 25-year program of studies investigating teacher–student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher–student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students' and teachers' perceptions of the teacher–student relationship.

Teachers Communication Behavior

The research aimed to show the relationship of the teachers' communication behavior to the Grade Eight science students' proficiency level. It also aimed to determine the Grade 8 students' perception on the communication behavior of their science teachers, the proficiency level of the Grade 8 science students and to determine if there is a significant relationship of the Grade 8 science teachers' communication behavior with the students' proficiency level.

Teachers Communication Behavior.docx

The Impact of Communication Between Teachers and Students: A Case Study of the

Student's relationship with teachers is important because students spend about 7 to 9 hours a day and almost 11 months with the teacher. This paper focuses on ascertaining the impact of communication between teachers and students. Communication is a motivational tool for students to accomplish their studies. In this era, education is spreading very quickly all around the world. Universities are trying to improve their standard by increasing the quality of education as well as the quality of their students. This study examines the challenges which create barriers and huddles due to communication between the teachers and students to ensure that the students succeed. For this purpose, the faculty of management science, University of Karachi, Pakistan, was used as a case study. Its impact on students through the teacher's communication was examined. Three (3) departments are working under the faculty of management science. The random sampling method was used to gather the data from the departments. Descriptive analysis of mean and percentage were applied to find the impact of teacher's communication on the student's education and their success. The results show a positive relation between them. It is very difficult to create a positive relation between teachers and students when they get to a certain stage. This is because they are both mature, although it is necessary for both students and teachers. The qualities for a positive relationship can vary to make learning experience approachable and inviting for the students. If the teacher and the students have good communication skills and understand the importance of the impact of their communication, establishing a good relationship will be much easier. This research paper, however, shows that there is a positive relation between

In-class teacher-student communication according to high school students' perceptions

Today, schools are looking for ways to increase efficiency while maintaining its educational activities. Increasing the efficiency and success in schools are associated with different variables, one of them is considered to be communication in schools. In achieving efficient production and the success of the school, the influence of the level of teacher-student communication is the topic of research. Communication between teachers and students, the two most important dynamics of education, plays a key role in achieving the goal. In that respect this research is considered to be important. The main purpose of this study is to determine how students perceive teacher-student communication and is to determine the effect of teacher-student communication according to some variables such as gender, grade level, class size and school type. This research is in survey model. The working group is 343 high school students in Silvan district in 2014-2015 academic year. In the study, the scale titled "Communication Skills " developed by Tatar (2004) was used. The scale consists of two parts. In the first part, there are questions indicating students' gender, grade level, classroom population and parents' education status. In the second part of the scale, there are questions revealing the perceptions of students regarding teachers' communication skills in the classroom. In data evaluation; arithmetic mean, standard deviation, and parametric tests were used in relation to sub-purposes. The results of the study are as follow: the level of teacher-student communication is high, in-class communication is high and teachers' love of profession is in medium level. Moreover, there were found significant differences in the dimensions of teacher-student communication and in-class communication according to students' gender, school type, grade level and class size variables.

Teacher student interaction: A case study

Educational Studies in Mathematics, 1987

This study is concerned with possible differences in interaction patterns between teachers and certain groups of students: high and low achievers, and boys and girls. Detailed and comprehensive records of all verbal teacher-student interactions, both public and private, were obtained through videotaping a grade 6 class in three different settings: mathematics, language and science. While there was much consistency in the way the teacher monitored in this study interacted with the different groups, some important differences occurred in the quality and quantity of his interactions with students perceived as 'best' and 'weakest', and with boys and girls in mathematics classes.

Reflections on the meaning of social relations between teachers and students

2007

What happens when the student know more about the subject than the teacher? Following discussion did occur at a secondary college during a computer lesson. I want to learn how to make sounds for games. It's really cool to make sound effects, say one of the students. No, today we are going to finish the tasks. Get on with it, answers the teacher. But I already know all that! I want to do something else, say Michael. Michael, stop doing that and get on with the tasks, or else you must leave the classroom! In the paper this situation in the classroom will serve as a point of departure for the discussion. The aim of the paper is to illuminate, enable understanding and discuss the meaning of social relations in the learning process. In the paper we limit the discussion to raise some ideas of how the student's inherent power can affect the learning situation, which in turn can have impact on the psycho-social well-being among the students and the teachers. This will be viewed taki...

Communication Education The teacher-student relationship as an interpersonal relationship

Communication skills, as defined by , were examined in the teacher-student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students' perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship between students' perceptions of teachers ' use of communication skills, immediacy behaviors, motivation and learning? and (c) do male and female students differ in their perceptions of communication skill and immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted. Study one found that students reported referential skill, ego support, and conflict management as being most important to effective teaching. Study two found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Some sex differences also were found and explored in both study one and two.

Teacher–Students Relationships in the Classroom (original) (raw)

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