Problems with teachers dating students
Bullying among young children: The influence of peers and teachers.
Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Overview of self-determination theory: An organismic dialectical perspective.
Ryan (Eds.), Handbook of self-determination research (pp.
Further, kindergarteners with better teacher-student relationships showed better performance on measures of early academic skills (Birch & Ladd, 1997).
The quality of early teacher-student relationships has a long-lasting impact. Children's interpersonal behaviors and the teacher-child relationship.
Further work indicates that kindergarten children with more closeness and less conflict with teachers developed better social skills as they approached the middle school years than kindergarten children with more conflictual relationships experiences in the past (Berry & O'Connor, 2009).
A recent study examining student-teacher relationships throughout elementary school (first through fifth grade) found that teacher-student closeness linked to gains in reading achievement, while teacher-student conflict related to lower levels of reading achievement (Mc Cormick & O'Connor, 2014).
Here are some concrete examples of closeness between a teacher and a student: Positive teacher-student relationships — evidenced by teachers' reports of low conflict, a high degree of closeness and support, and little dependency — have been shown to support students' adjustment to school, contribute to their social skills, promote academic performance and foster students' resiliency in academic performance (Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Curby, Rimm-Kaufman, & Ponitz, 2009; Ewing & Taylor, 2009; Hamre & Pianta, 2001; Rudasill, Reio, Stipanovic, & Taylor, 2010).
They enjoyed thinking about and solving problems in math and were more willing to help peers learn new concepts (Rimm-Kaufman, Baroody, Larsen, Curby, & Abry, 2014). Academic resilience in mathematics among poor and minority students.
Among kindergarteners, students reported liking school more and experiencing less loneliness if they had a close relationship with their teachers.
This video clip shows a third grade teacher facilitating positive communication among peers by conducting a “Thoughtful Thursday” activity in which students discuss thoughtful actions or words they have experienced from classmates throughout the week. Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis.
The student talks about the “safeties” (student safety-patrol members) outside the school and how they welcomed him to the school. Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. Observations of effective teacher-student interactions in secondary classrooms: Predicting student achievement with the Classroom Assessment Scoring System — Secondary. Retrieved from https://ccsr.uchicago.edu/sites/default/files/publications/07 What Matters Ang, R. The Journal of Experimental Education, 71(1), 55-74.
Supporting social competence of young children with challenging behavior in the context of Teaching Pyramid model.