CIP: Outline
kimmiboo
HinesCIPOutline.docxRunning head: teacher-student relationships 1
teacher-student relationships 6
Teacher-Student Relationships
Rayvaughn T. Hines
Liberty University
Teacher-Student Relationships
This paper will outline the current information on a conflict issue as it relates to positive teacher-student relationships. This outline is intended to provide a guideline. The outline contains fifteen up-to-date references to support the content that will appear in the final project and presentation. The outline will contain an overview of teacher-student relationships, key issues surrounding teacher-student relationships, and how to utilize conflict resolution skills and strategies.
Overview of teacher-student relationships
One of the most important aspects of education is teaching. Teaching is known to have an impact on students in a way that motivates them to do well. Therefore, teachers are imperative in our educational system. The teachers have a role in improving the caliber of education as well as the success of the learning procedure in the classroom (Behol, Dad, and Raja, 2014). One of the many problems in the educational field is student motivation and learning, especially in K-12 schools. As an educator, I have learned that motivation is a huge topic because it influences student learning (Schunk, 2016). At the heart of the student’s educational experiences lies the relationship between the teacher and student. Teacher-student relationships not only matter, but they are the basis of academic and motivational outcomes. Disengagement, according to Duffy and Elwood (2013), has been defined through teacher-student relationships as it involves relatedness. This paper will focus on student disengagement by honing in on teacher-student relationships.
Disengagement has been exposed through classroom observations in a middle school. In a United States History II class, as the teacher was starting a new topic on the United States since 1980, I observed two eighth grade students who were not as engaged as their classmates. One student was nonchalant and the other student was very talkative. The body language of the former, and the disruption of the latter, both point to disengagement. The nonchalant student did not talk to anyone and when called to answer questions, he sat there quietly. However, the talkative student seemed to distract others from learning. Both students, although different in behavior, displayed a lack of engagement. Research has shown, through interviewing students, that they were disengaged because the lessons were boring, and the teachers were not enthusiastic when the teacher presented the materials (Duffy and Elwood, 2013). To that end, the students default to talking during class, asking for frequent bathroom breaks, and messing with other students. In the same fashion, student engagement in class depended on “how down to earth the teachers are” and how respectful the teachers were to them (Duffy and Elwood, 2013, p. 116).
Key Issues: student disengagement/teacher-student relationships
· Archambault, Vandenbossche-Makombo, and Fraser (2017) have defined school engagement as “students’ active investment in learning.” (p. 1702).
· “Joy has a positive correlation with student engagement and closeness.” (Hagenauer, Hascher, & Volet, 2015, p.
· “However, the dynamics of interpersonal classroom relationships are complex and students do not always recognize teachers' authority” (Graça, Calheiros, & Barata, 2013 p. 1066)
· “Positive teacher–student relationships also have a strong relation with student motivation and learning” (Claessens et al., 2016, p. 491)
· “related to student motivation and achievement as well as teacher attrition and teachers' general mental and physical health” (Aldrup et al., 2018, p. 126).
· “students' motivation to learn starts to decline sharply on entering secondary school” (Bakadorova & Raufelder, 2018, p. 57)
· “associations between closer student–teacher relationships and higher levels of school engagement and achievement in students from preschool through 12th grade” (Baroody, Rimm-Kaufman, Larsen, & Curby, 2014, p. 70)
· “Emotional engagement refers to children’s affective attitudes in the classroom, including their interest and enjoyment” (Hosan, & Hoglund, 2017, p. 202)
· “Learning engagement is a psychological characteristic involving students' willingness to take part in learning activities to better acquire knowledge or skills” (Lan & Moscardino, 2019, p. 130).
· “enhancing properties of positive teacher–student relationships seem to outweigh the limiting (or narrowing) properties of negative teacher–student relationships.” (Martin & Collie, 2018, p. 1).
· “Supportive teacher-student relationships are a critical factor in creating and maintaining a sense of school belonging that encourages positive academic and behavioral outcomes” (Mason, Hajovsky, McCune & Turek, 2017, p. 178 ).
· “burnout contributes to both teachers’ and students’ behaviour and experience.” (Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015, p. 520)
· “A relationship with a teacher can be an important source of security and stability for students” (Toste, Heath, McDonald Connor, & Peng, 2015, p. 30)
· “aggression is an important atypical conflict trajectory” (Split & Hughes, 2015, p. 312)
· “students who are trying to do their best are more likely to build a positive relationship with their teachers” (Uden, Ritzen, & Pieters, 2014, p. 22).
Strategic Plan
When it comes to positive teacher-student relationships, educators must make it a priority in the learning environment to get to know the students. Conflict exists in this domain because students can often believe teachers do not care about them which causes disruptions in the course. In addition, teachers could also feel the same way as the students. A strategy that could help with this topic is negotiation, mediation, and group facilitation. These are strategic plans and theories that can be used each day to ensure conflicts between teachers and students are being resolved.
Reference
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136. doi:10.1016/j.learninstruc.2018.05.006
Archambault, I., Vandenbossche-Makombo, J., & Fraser, S., L. (2017). Students’ oppositional behaviors and engagement in school: the differential role of the student-teacher relationship. Journal of Child Family Study, 26, 1702-1712.
Bakadorova, O., & Raufelder, D. (2018). The essential role of the teacher-student relationship in students' need satisfaction during adolescence. Journal of Applied Developmental Psychology, 58, 57-65. doi:10.1016/j.appdev.2018.08.004
Baroody, A., E., Rimm-Kaufman, S., E., Larsen, R., A., &Curby, T., W. (2014). The link between responsive classroom training and student-teacher relationship quality in fifth grade: a study of fidelity implementation. School Psychology Review, 43(1), 69-85.
Behol, M. G., Dad, H., & Raja, S. A. (2014). Educational Policies Syndrome: Teacher Education Programmes and Teacher Recruitment Practices in Pakistan. Journal of Research in Social Sciences, 1(1), 1st ser., 52-58.
Brummelen, H. V. (2009). Walking with God in the classroom: Christian approaches to teaching and learning (3rd ed.). Colorado Springs, CO: Purposeful Design.
Duffy, G., & Elwood, J. (2013). The perspectives of ‘disengaged’ students in the 14–19 phase on motivations and barriers to learning within the contexts of institutions and classrooms. London Review of Education,11(2), 112-126. http://dx.doi.org/10.1080/14748460.2013.799808
Graça, J., Calheiros, M. M., & Barata, M. C. (2013). Authority in the classroom: adolescent autonomy, autonomy support, and teachers’ legitimacy. European Journal of Psychology of Education, 28(3), 1065-1076. doi:10.1007/s10212-012-0154-1
Hagenauer, G., Hascher, T., & Volet, S., E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385-403. Doi: 10.1007/s10212-015-0250-0
Hosan, N., E., & Hoglund, W. (2017). Do teacher-child relationships and friendship quality matter for children’s school engagement and academic skills? School Psychology Review, 46(2), 201-218.
Lan, X., & Moscardino, U. (2019). Direct and interactive effects of perceived teacher-student relationship and grit on student wellbeing among stay-behind early adolescents in urban china. Learning and Individual Differences, 69, 129-137. doi:10.1016/j.lindif.2018.12.003
Martin, A. J., & Collie, R. J. (2018). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, doi:10.1037/edu0000317
Mason, B., A., Hajovsky, D., B., McCune, L., A., & Turek, J., J. (2017). Conflict, closeness, and academic skills: a longitudinal examination of teacher-student relationships. School Psychology Review, 46(2), 177-189.
She, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519-532.
Split, J. L., & Hughes, J. N. (2015). African American Children at Risk of Increasingly Conflicted Teacher-Student Relationships in Elementary School. School Psychology Review, 44(3), 306-314. Doi:10.17105/spr-14-0033.1
Toste, J. R., Heath, N. L., McDonald Connor, C., & Peng, P. (2015). Reconceptualizing teacher-student relationships.116(1), 30-48. doi:10.1086/683110
Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32. Doi:10.1016/j.tate.2013.08.005
