Teacher-Student Relationship

Beziehungsqualität und Kooperation in Kindergarten und Schule stellen eine wesentliche Komponente für einen erfolgreichen Bildungsverlauf dar. Michael Glüer untersucht empirisch den geschlechtsspezifischen Einfluss der Beziehungsqualität zu sekundären Bezugspersonen auf die kindliche Kooperations- und Bildungsbereitschaft. Der Autor bietet einen Einblick in den aktuellen Forschungsstand zur Erfassung und Entwicklung von Bindungs- und Beziehungsqualität, Kooperations- und Bildungsbereitschaft zu ErzieherInnen und LehrerInnen in Kindergarten und Schule in Abhängigkeit vom kindlichen Geschlecht.

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

The purpose of this study was to examine kindergarten teachers’ and children’s perceptions of their relationships following a person-centred approach, and to describe patterns of relationships between them. 67 Kindergarten teachers and
403 children completed two measures designed to explore their perceptions of their relations. Four patterns of kindergarten teacher–child relationships were identified both from teachers and children reports. Results showed that three of the reported patterns resembled patterns reported by other researchers for teacher–child relationships. An interesting finding was that the notion of dependency and its relation with closeness and conflict had a different interpretation from teachers in the Greek educational context. Practical and
theoretical implications are discussed.

This survey aims at the trainings of chemistry according to analyzing the experiences of student-teachers of their internship in Farhangian University. Initially we examine teaching methodology in three successful countries in these studies and then we move into chemistry teaching condition in Iran and the barriers to cognitive tools were identified such as conceptual plans. Our research population is composed of documents regarding chemistry and sciences curricula in Iran and other countries, reported of memorandums made by students in their internship and the results of international test of Teems. Data collecting tools are explanatory forms of chemistry teaching course authors and also students who were attending the school at least once a week and observation and interviews made with teachers and student. Findings showed that the most common teaching methods of presenting chemistry in Iran is lecturing and monologue discussions while in other countries which were successful in teaching sciences and chemistry the student-oriented and active methods were used and the obstacles to active methods of teaching in addition to the teacher are the lack of required equipment's, the huge volume of educational books, assessment methods and scoring system. Introduction This study aims at examining the ups and downs that chemistry has passed in high schools in Iran to reach to its current conditions, chemistry which was taught earlier in elementary schools in Iran as sciences and at nowadays it has enormous application in human beings' lives and its educational importance is not covert to anybody, we want to know which methods are being used to teach chemistry in schools and whether these methods are useful enough to reach their educational goal or not. Children get familiarized in elementary schools with some concepts of natural sciences which have a lot of applications in their lives and thus the background for learning chemistry is already set in them because it originates from the child's experiences and observations. The majority of the concepts of natural sciences in elementary school return to child's familiarity with his environment and along learning other educational subjects in school the child gets interested in his environment, thus in this paper we initiate on studying natural sciences summarily and then get into chemistry that is more subjective than natural sciences. Teaching sciences is usually teaching experiences. Executing methods and observations get recorded and the results will be identified. Sciences including physics, chemistry, biology, geology and space sciences and sometimes mathematics, are being created by human being achievements in research and study methods (Alaghehband, 2006). Teaching natural sciences has been always one of the most important scopes of education in educational systems (Mehrmohammadi, 2001)[19]. Teaching sciences is an evident factor in agricultural and industry developments and social progress of developed countries and is a vital factor in cultural and materialistic progresses of people. Thus teaching sciences is of grand importance in societies' curricula and has been always a subject of study foe education specialists. Teaching sciences course has had the best and the longest history in America and Britain, a place in which the first degree of PhD of science education was granted in 1930 Colombian teachers college, the first degree of PhD of sciences education also was granted in these years in South Africa while in some European countries like France and Finland the firs PhD degree of science education was granted in the 1970s (Lavgosh, 2001). Planning in sciences teaching was initiated from 1930 onwards that in this era the beginning and developments of educational planning had appeared in 1918 in which Franklin Bobet had published his book named teaching planning or the year 1937 in which the first department of education programming and planning was built in Chicago University

As the process of teaching and learning is based essentially on interaction, communication, cooperation and negotiating objectives, teachers and students are in permanent contact to make the process successful and fruitful. Therefore the impact of human relationship should play the major role in solidifying and keeping the process going on for achieving great results.

Teachers are to have solid and robust “shock absorbers”, and to keep them operational for as the longest time as possible especially those who teach teens. Teenagers are upsetting by nature due to their critical age. For most teachers, adolescents are really hard to manage, still it is not impossible. This paper will focus on and discuss this issue digging for feasible and practical methods for novice teachers to employ with the students in the classroom when necessary.

Sexual relationships between teachers and students are typically proscribed for reasons related to the impossibility of consent in the context of age- and power-differentials. Lurking in the background of such denunciations is the thought that such relationships introduce a foreign, erotic element into the scene of pedagogy. This article argues that even if we bracket questions of power and consent, and even if we insist that Eros is in fact a part of teaching and learning, we will still have reasons for thinking it better that teachers and students do not literalize their love relationships. Drawing on Freud's account of transference, I develop this ethical (if not strictly moral) and distinctively educational case against teacher-student romance.

This article by Zachary Stein examines the dynamics of authority in educational contexts where teachers and students engage with religious and spiritual subject matter. The aim of the article is to offer a framework that can be used to sort “good” educational relationships of this type from “bad” ones. After positioning the spiritual teacher in the context of eclectic traditions in American moral education, it looks into the structure of teacherly authority and into the dynamics of this authority when it is exercised in religious contexts.

In the process it teases apart two types of teacherly authority for heuristic purposes, the Classic and the Modern. It discusses their respective liabilities, affordances, and most typical spiritual teachings. Finally, it suggests that some contemporary spiritual teachers and teachings may be harbingers of new emerging configurations of religious authority—configurations dubbed Integral.

This rough triadic typology—Classic, Modern, and Integral—allows us to critically discuss the kinds of authority assumed by different types of spiritual teachers. Specifically, it uses EnlightenNext (Andrew Cohen) and the Center for Integral Wisdom (formerly Center for World Spirituality, Marc Gafni) as case studies, demonstrating how to use this framework as a way to explore preferable possibilities for the future of religion and the spiritual marketplace.

Español:

Semiótica greimasiana aplicada al estudio de las relaciones entre profesor y alumno sostenidas en clases. El texto explora las herramientas clásicas conceptuales de la semiótica narrativa (narratividad, cuadrado semiótico, manipulación, competencia, performance y sanción). Se realiza una aproximación exploratoria sobre una serie de entrevistas ejecutadas a profesores y sus estudiantes sobre un curso, y sus opiniones en torno a sus respectivos contrapartes en el proceso educativo (tanto el estudiante como el profesor)
Existe una aproximación en semiótica tensiva, en un artículo publicado posteriormente.

English:

Greimasian semiotics applied to the study of the relationship in class between teacher and student. The text explores the classic conceptual tools of narrative semiotics (narrativity, semiotic square, manipulation, competence, performance and sanction). There is an exploratory approach of a series of interviews applied to teachers and their students asking about the class, and the opinions of the educational counterpart (the student or the teacher, respectively).
There is an approach also on tensive semiotics on a later published article.

The present paper is an inquiry into the role of the teacher in the context of the dominant Indian value system, an imposed curriculum and teacher-students interactions from the social psychological and critical interdisciplinary perspectives. The role of the school in the present modernist worldview is to frame and impart knowledge which may lead to economic growth. In this context, the role of the teacher is observed as being limited to a bearer of information rather than a leader who visualizes change and develops critical ability among students. Based on the theoretical framework of postformalism and collective/social identity, the current work argues that the role of the teacher is not limited to passively following and communicating mainstream values but involves constructing a new participative identity through critical pedagogical engagement and by acting as an active agent of social change.

With this paper, we would like to discuss the impact of  teacher-student interactions on students’ commitment to academic achievement. We conducted interviews with teachers from a high school for young adults, and students from the same school. Based on a psychoanalytic approach, preliminary results show that professional engagement of teachers takes place founded on  three  levels:  the  institutional  framework;  their  personality;  and  their  relation  to  the  unconscious.  Teachers  establish  a personalized relationship with students and their commitment to the student's academic success seems therefore to be strong, due in part to tutoring and small number of students in the classroom. The relationship thus established has a significant impact on  the  way  a  student  approaches  school  and  learning.  Students  are  more  likely  to  pursue  their  education  when  they  feel comfortable and supported by their teachers due to the singular bond encouraged by the institutional framework

This paper highlights the importance of the secret level of rnam thars - accounts of visionary experiences and miraculous events as a sign of realisation in life stories of Tibetan Buddhist masters - based on existing research. The focus is mainly on visionary experiences. This paper contributes to this field by providing an annotated translation, analysis, and edition of a so-far untranslated section of the rnam thar of the Seventh Karma pa from the Chos 'byung mkhas pa'i dga' ston.

The aim of the paper was to search for an answer to the research question: does the relationship between teachers and students have an impact on the effectiveness of teaching? The means used to obtain the answer was a confrontation of two positions: of a student and a lecturer, which was developed on the basis of literature studies and participant observation. The issue researched was based on the assumption that the learning process should be used to satisfy the educational needs of students. The problem is presented from the perspective of observing the functioning of Polish universities. In order to operationalize the concept of the educational needs of students A. Maslow (1990) theory of needs was used. Out of seven needs mentioned in it, five were selected based on the analysis of the problem: the need for security, belonging, recognition, self-fulfillment and the knowledge and understanding. The structure of the text consists of five main parts for the description of the sources of meeting these educational needs. Each of them presents the expectations of students and a way proposed by the teacher to satisfy them. Thanks to that it was possible to confront the two positions.

This study examined the relationship among academic competence, Grade Point Averages (GPAs) and factors responsible for students' academic competence. A four factored questionnaire administered to a nationally representative sample of 100 graduate and postgraduate students to find out the factors responsible for academic competence. In addition, The Academic Competence Evaluation Scale (ACES-College) applied for calculating the academic competence. Significant and positive correlations are found between factors affecting academic competence, GPAs and academic competence. Students' scores on the ACES and their GPAs provided significant evidence to support the idea that the factors such as parental support, clearer self-concept, positive teacher-student relationship and strong motivational orientations are correlated with their GPAs at low magnitude and; academic competence with high ratings. It is concluded that students with stronger presence of these factors have better academic competence than their peers at graduate and postgraduate level. An integrated framework that is related to students' academic competence and that promotes other related factors is suggested.

There is growing evidence that progress has been made in scientists’ understanding of the student motivational dynamics as correlated to school performance and the factors that affect them. The present study conducted in October 2011, aims to highlight the views of pre-service teachers from a Northern Greece University on issues related to factors influencing academic achievement and classroom performance improvement. More specifically, our work is based on data collected using content analysis as our research method and free text as a research tool. The survey utilizes the accumulated educational research aimed at exploring and bringing to the surface highly influential factors related to the social and academic goals achieved the motivating properties of these goals and prevailing classroom reward structures, as well as other key factors. According to the research findings, students suggest that student achievement could be highly affected by a) a wide range of specific instructional strategies educators use in the everyday teaching and learning process, such as flexible/diversified teaching methods, encouragement and support for learning activities at home, conversations and wide cooperation with parents b) student attitude towards school and school tasks c) parental support and involvement in schools and d) the contribution of the community-at-large to allrounded student performance and consequently, to better school achievement. All of the above-cited findings seem to have a positive impact on student achievement and raise key issues for policy and practice.

Today's modern education requires modern teacher in the same process. The emphasis is not placed only on the curriculum and what should be taught, but the affective moment holds a significant place. The way the teacher manages the classroom, provides climate in the classroom, relations of entities actively participate in the educational process, etc. Something that is really appreciated today is the effectiveness of the teacher and his ability to be a good leader. This paper will focus on indicators that show teacher's effectiveness in the educational process: the ability to develop trusting, compassionate relationships with students; patient, caring and kind personality; professionalism (dedication to teaching); subject matter knowledge and knowledge of learners. These indicators are taken as a benchmark and a starting point from Pearson's Global Survey of Educator Effectiveness.

This study examined whether student–teacher relationship quality at the individual level and student–teacher relationship quality and peer climate at the class level were associated with being a bully, a victim, a bully/victim, or uninvolved in school bullying, controlling for gender, age, socioeconomic status and immigrant background at the individual level and socioeconomic status at the class level. Data from the Swedish Health Behavior in School-Aged Children (HBSC) survey from 2017/2018 were analyzed. In the current study, a sample of 3,578 students from 213 school classes was included. The findings showed that student–teacher relationship quality at the individual level was associated with a lower probability of being a bully, a bully/victim, or a victim compared to being uninvolved. In addition, class climate at the class level was associated with a lower probability of being a bully/victim or a victim compared to being uninvolved. Supportive class climate and student–teacher relationship is thus important dimensions to focus on in the everyday bullying prevention in school.

In the 30 years since Giroux (1983) named schools as a site of resistance, little has happened to
sustain and embed that practice in schools. The contexts, structures, and policies in schools do
not foster opportunities for resistance, and schools of education do not prepare teachers to
support students’ critical actions in schools, ensuring the reproduction of inequity and
injustice. While this is true for all historically marginalized groups, the specific legacy of
discrimination (ie: threats of deportation) faced by Latinx students and communities in the
western United States often serves to silence their voices and efforts at resistance (Darder,
Noguera, Fuentes, & Sanchez, 2012). In this chapter, we examine data from a student voice
research project, including weekly observations (n=102) for the school year across three public
school classrooms, teacher reflections, and student work. This work is framed by the theory of
sociopolitical development, implicating both teachers and students in the process of resistance
and liberation. The data we explore captures 1) early conversations between students and
teachers about issues of racial and economic injustice 2) the initial resistance of students to
having those conversations 3) increasing trust between teachers and students supporting
engagement with the issues 4) students’ active resistance toward the issues that impacted them 5)
teachers and students working together to challenge unjust policies - at the school, district, and
state level.

In this study, the researcher examined the direct and indirect effects of student-teacher relationship, students’ social skills, and behavioral orientation on students’ academic competency in Turkish first-grade educational settings. For most Turkish children, the entry into first grade is their first formal schooling experience. Understanding how children negotiate this new experience and documenting the relationships that they build with teachers is crucial, considering that early teacher-child relationships have important long term implications for children’s school success. The findings suggest that supportive teacher student relationships have a prominent impact on the development of academic and social competency. The implications for early childhood education and research are discussed.

It is also unclear what, if any, sort of motive a trustworthy person must have. Trustworthiness is likewise a kind of reliability, although it is not apparent what kind. The exact circumstances for trustworthiness are that the trustworthy person is competent and willing to do what is presumed. It is important to be clear about the reason, in particular the good reasons, why people might invest trust in one another, for a society where people are disposed to be trusting and where their trust is generally well placed (Hardin, 1993). However, this person may also have to be willing for specific reasons or have a particular motive for acting (e.g., they heed the trustor). Trust is one of the essential elements considered at schools. Although it is essential, there is relatively little research on trust in educational perspectives. In this paper, I would like to share some trust tips to make the relationship between teachers and students' lives more accessible, understanding, and objective.

In this study, which endeavored to identify school climate factors and their influence on adolescent students’ feelings of school belonging, it became evident that a new conceptualization thereof is needed. Quantitative data from 443 male and female 11th graders and 264 of their teachers and qualitative data from 16 students and eight of their teachers in Al Ain public school district were collected. The findings
revealed that adolescents perceived parental involvement, classroom practices, teacher-student relationships, safety and school social practices, and peer relationships in novel and different ways to their teachers. Various factors including parental involvement, teacher-student relationships, and classroom practices were viewed as unimportant in promoting student belonging. The adolescents appeared to be more concerned with safety and school social life and peer relationships. The findings are significant for policymakers and practitioners in their quest to improve the educational experiences of adolescent students and facilitate their psycho-social development

This paper sets out to provide an overview of the little-researched genre of bar do'i rnam thar - an account of the experience of the intermediate state between two incarnations by Tibetan Buddhist masters. Representatives of this genre are identified, and the state of research and translation is summarised. This paper contributes to this field of research by providing an annotated translation, analysis, and critical edition of the so-far untranslated bar do'i rnam thar of the Seventh Karma pa from the Chos 'byung mkhas pa'i dga' ston.

Sažetak
Znanstvenoistraživački okvir i podsticaj za ovo istraživanje bio je prelazak sa klasične nastave na realizaciju onlajn nastave u osnovnim i srednjim školama u Bosni i Hercegovini, uzrokovan proglašenom pandemijom koronavirusa. Cilj ovog istraživanja bio je da se na osnovu stavova učenika osnovne i srednje škole ustanovi postoji li statistički značajna razlika u kvalitetu školskog života u redovnoj nastavi i onlajn nastavi u toku pandemije koronavirusa.
Od istraživačkih metoda korištene su metoda teorijske analize i deskriptivno-analitička servej metoda, od istraživačkih tehnika anketiranje, a od istraživačkih instrumenata korišten je Upitnik kvaliteta školskog života (Ainley i Bourke 1992; Leonard, 2002).
Uzorak je sačinjavalo ukupno 600 učenika (300 učenika redovne nastave i 300 učenika onlajn nastave). U uzorku učenika redovne i onlajn nastave bilo je po 150 učenika osnovne i 150 učenika srednje škole iz Grada Zenica.
Istraživački rezultati pokazali su kako učenici procjenjuju statistički značajno boljim kvalitet školskog života u redovnoj nastavi nego onlajn nastavi u toku pandemije koronavirusa na svim supskalama: veće je opće zadovoljstvo školom, manji su negativni osjećaji prema školi, bolji odnos s nastavnicima, bolja socijalna integriranost, u većoj mjeri se škola doživljava kao prostor pripreme za budućnost, ostvaruje se veće školsko postignuće i bolji je doživljaj učenja. Također, rezultati istraživanja pokazali su da učenici osnovne škole procjenjuju statistički značajno boljim kvalitet školskog života od učenika srednje škole.

Ključne riječi: zadovoljstvo školom, odnos nastavnika, socijalna integriranost, školsko postignuće, doživljaj učenja


Summary
The scientific research framework and incentives for this research was the transition from classical education to the realisation of online education in elementary and secondary schools in Bosnia and Herzegovina caused by the announcement of the coronavirus pandemic. The aim of this research was to determine on the basis of the attitudes of elementary and secondary school students whether there is a statistically significant difference in the quality of school life in regular and online classes during the coronavirus pandemic.
Research methods included the theoretical analysis and the descriptive and analytical survey method. Surveying was used as a research technique. The Quality of School Life Questionnaire (Ainley and Bourke 1992; Leonard, 2002) was used as a research instrument.
The sample included in total 600 students (300 regular classes students and 300 online classes students). The sample of regular and online classes students consisted of each 150 elementary school students and 150 secondary school students.
The research results have shown that students evaluated the quality of school life to be statistically better during regular classes than it was during online classes during the coronavirus pandemic in all subscales: the general enjoyment of school is bigger, there are less negative feelings about school, there is a better relationship towards teachers, there is a better social integrity of students, school is experienced to a greater extent as a preparation space for the future, higher school achievements are made and there is a better learning experience. In addition, the research results showed that elementary school students evaluated school life to be statistically of better quality than did secondary school students.

Key words: general satisfaction, teacher relationship, social integration, school achievement, learning adventure

The purpose of this study was to investigate factors that influence professors’
and students’ intentions to add each other as friends on Facebook. Participants
were 160 professors and 249 students from different universities in the United
States. Consistent with theory of reasoned action, intention was the strongest
predictor of them adding each other as Facebook friends. However, among
faculty members, a personal attitude was the most significant predictor of the
intention to add students as friends. For students, subjective norm was the
most significant predictor of the intention to friend professors

The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students’ academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative interview and focus group methods were used. The findings presented a grounded theory of collaborative synchronizing in relation to challenging students around two ideal types, human resource synchronizing and human resource desynchronizing.

The article addresses the implementation of Dilts’ model in the process of a foreign language teaching. It provides an example of how a general NLP (Neyrolinguistic Programming) model can be brought into the language teaching context. It examines how Dilts’ model can potentially enrich one’s teaching practice and help teachers to consider language learning from a student’s perspective. It is emphasized that Neuro-Logical levels help to identify ways in which language learning could be more effectively achieved, provide a useful way of understanding the situation in a language learning classroom. Dilts’ model also allows language learners to develop their beliefs, values and identities that could help them to learn more efficiently. It assists teachers to gain a new perspective on a teaching situation as well as provides framework for thinking about how to help students to stay in the target language during learning activities.

Teachers' past learning experiences, also referred to as "apprenticeship of observation, " can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers' apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.

Background
School bullying is a widespread phenomenon across the world, which involves bystanders who take on various roles. Motivation to defend victims is important to investigate because it helps us devise better, evidence-based, anti-bullying interventions.

Objective
We aimed to determine whether students’ behavioral and emotional strengths and difficulties and student–teacher relationships were associated with different types of motivation to defend victims of bullying. The hypotheses were (1) emotional and behavioral difficulties will be associated with less autonomous and introjected motivation to defend and greater extrinsic motivation to defend and (2) close student–teacher relationships will be associated with greater autonomous motivation to defend, and less extrinsic motivation to defend.

Method
Data were collected from 483 Swedish early adolescents who completed a survey in their classrooms.

Results
Results showed that, among boys and girls, close student–teacher relationships were positively associated with autonomous motivation and negatively associated with extrinsic motivation to defend, while negative expectations concerning teachers were associated with all forms of motivation to defend. Emotional and behavioral difficulties were only associated with introjected motivation to defend among girls. Furthermore, extrinsic motivation to defend was associated with the interactions between individual differences in behavioral and emotional difficulties and negative expectations.

Conclusions
Adolescents who are more occupied with wanting to have a better relationship with their teachers might be motivated to be involved in good social relationships with others. The results also indicate that closeness in student–teacher relationships is important for greater autonomous motivation to defend victims during bullying.

This paper deals with accounts of miraculous and auspicious signs and events as an aspect of the secret level in life stories (rnam thar) of Tibetan Buddhist masters and traces these patterns back to the life story of Buddha Śākyamuni, as well as to Vajrayana symbolism. An annotated translation, analysis, and edition of a so-far untranslated section of the rnam thar of the Seventh Karma pa from the Chos ‘byung mkhas pa’i dga’ ston are provided.

Abstract: Graffiti is an art form which thrives on anonymity and therefore, provides a freedom of expression which is not hindered by social norms. The graffiti in the classroom is the focus of this article and the scratching on the classroom tables is a „micro- literature ‟ in its own unique way. A keen observation of these doodles can provide important insights into the psychology of students and their individual interpretation of the class-room environment. These observations and findings can suggest improvements and ideas for a better student-teacher relationship. The images of graffiti on benches have been clicked at Panjab University, Chandigarh, India.

Based on the description of the birthplace of the Seventh Karma pa, Chos grags rgya mtsho (1454–1506), taken from his life story (rnam thar), it is illustrated how this description heavily draws from the system of Tibetan geomancy (sa dpyad) and at the same time exhibits parallels to the genre of pilgrimage guidebooks (gnas yig). To this end, a brief introduction to sa dpyad and gnas yig is provided. Both are related to the given context of rnam thar. An annotated translation, analysis, and edition of a so-far untranslated section of the rnam thar of the Seventh Karma pa from the Chos 'byung mkhas pa’i dga’ ston are provided.