Many years ago I used to have more personal relations with my students in class and outside class settings. Recently it seems that many students come and go without me even knowing their names. Is there a problem here that needs work or is this normal?
Dear Dr Sami
Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.
I think correcting students in front of their peers can embarrass them, this feeling may be hurt them , not necessarily because of what they are being corrected for, but how they are being corrected.I usually try to consider their feeling in the class.
Best regards
I came across this article recently that says that students succeed best when teachers engage with them, including in such simple ways as being in the classroom early and chatting with them, and not leaving immediately after class.
I rarely teach a class of over 20 students, and I make the point to learn all of their first names.
https://www.sciencedaily.com/releases/2017/05/170525195500.htm
I found having to some extent relations with the students is fruitful.
Sear Sami Awad,
The recollections of teachers' experiences recorded in their diaries reflect that teachers' personal relations with students has a direct bearing on the learning environment. In point of fact, favorable and positive teacher-learner relations can no doubt enhance the learning experience and influence student success simply because such relations impact their motivation and achievement tremendously. However, in order for this to happen, stakeholders in educational systems should train teachers helping them acquire interactive skills and equipping them with appropriate techniques in order to satisfy learners' affective needs which are a prerequisite to the attainment of the course outcomes. All in all, , if the personal rapport between the teacher and students is not maintained, it will adversely influence the student achievement of the educational objectives.
Best regards,
R. Biria
Dear Sami Awad,
In my experience in high education, the relationship between teacher and students is very important for many reasons:
-Best climate of learning,
-Good discussion of several related subjects like research, scientific questions, maagement questions, etc.
Best regards!
Reference:
Validity problem: the goal of the speech is
1, how many students do you want to benefit?
2, how many areas do you want to work for?
3, how long do you want to be valid for your students?
How many levels do students need to send?
Knowledge? Methodology and wisdom? Moved?
Dear Sami,
In a university lecture, the most important goal is to motivate students to learn, to look for the unknown, and to raise, say, "irritating" questions or doubts, that is, questions whose answer leads us to know a bit more of the unknown. This is more likely to happen, however, when teachers interact with their students in either the class or outside the class. There is accumulated evidence that shows that authoritative teachers, who are demanding in cognitive terms, but, say, warm in affective terms, motivate their students to learn, to look for the unknown, and raise "irritating" question more than authoritarian teachers, who are demanding in cognitive terms, but cold in terms of social relationships. There is also amassing evidence that shows that when students are called by their first names by their teachers they are more motivated to attend their teachers' lectures than when that is not the case. As it seems obvious, authoritarian teachers often give rise to conformist students, which is at odds with the main goal of education, to give rise to creators and innovators, not to students who passively accept what is taught to them. Also, creativity and critical thinking go well with authoritative, not authoritarian, teachers.
Like Michael, I always make the point to learn my students' first names. By so doing, I feel that my students feel themselves as persons, not as simple numbers. Of course, the relationship between teacher and students cannot dispense with teacher's mastery of their area of specialization. When this is not the case the teacher is no teacher at all.
Thank you dear Dr. Orlando.. I agree with you fully. Based on your categorization I would say that I am an authoritarian teacher who used to be warm in terms of social interaction with students but somehow I am getting colder! I am not sure why. So I will make an effort to regain the warmth as it seems the right approach as shown in all answers. Best regards. I appreciate all your valuable input.
Dear Sami,
I am happy to know that you agree with me on my consideration. A teacher is not necessarily an authoritarian teacher for the simple reason of being, say, cold in terms of social interaction with his/her students. An authoritarian teacher is mainly a teacher who thinks that s/he is almost, if not always, right, and gives, say, no voice to his/her students. I guess that this is not your case. As one's intelligence is one's capacity to adapt to change, it is good to hear from you that you "... will make an effort to regain the warmth as it seems the right approach as shown in all answers". Note also, that exchange perspectives and view points if the fabric of what science is made of.
Best wishes,
Orlando
It is quite important to build the relationship between the lecturer and students (rapport). It can engage them in learning and they will feel that the lecturer support them in learning. Besides, it will make them "being notice" by the lecturer and yes, they will listen to whole lecture in class, since they are afraid if they do something else, like distracting, talking, or taking nap, the lecture will call their names. However, the fact that in a single class which has a big number of students will be difficult to have a "well-known" relationship and thus the lecturer needs to find some uniqueness from the students.
It is important to establish relationship with your student whether personal or official to enable the student feel comfortable relating their problems, aspirations and other issues bothering their education and social life to you. This in a way is the same with a dyadic relationship of a worker with his boss in the workplace which goes a long way to make the employee feel at home and subsequently perform better in the discharge his duties. However, caution should be the watchword to avoid abuse.
Interaction with learners in the classroom provides a connectivity between faculty-to-learner and learner-to-learner and builds motivation associated with the learning process. I believe it is important to connect with learners during the lecture component which begins a mutual respect and enhances the educational experience. Regardless of class size, when calling on a student ask the learner his or her name if you as the instructor do not know the persons name. This reflects your interest in getting to know your learners and encourages learners to continue their interaction during the lecture. Thank you.
Students learn better if they feel closer and connected to their teacher who care about them and feel their existence in a parental sense . I also believe there such friendly connection must be controlled and led by the teacher in a respectful way because students can easily misbehave with their friendly teachers.
Hi dear
Keeping good rapport with students is an important factor in posing positive classroom environment but it is important as I think to make balance between being too rigid and too kind. Formal limits are also important sometimes. Attached is a link about making good rapport with students.
Liqaa
http://www.socialpsychology.org/rapport.htm
agreed with Michael W. Marek
and i think friendly attitude of a teacher is one of the basic needs of ideal learning and teaching
personal relation in positive atmosphere are highly recommended
Establishing personal relationship with the students is considered as an important area to enhance the achievements of the learner. But in my experience it is a very tricky and need intelligent decision making. The teacher must have a clear approach regarding the boundaries of this relationship. Practically it is required for the improvement of learning not only for the sake of personal relationship. More over the positive behavior, encouraging attitude, and motivating style of teacher is required for better learning. The teacher must be humble, caring and behaving in line with his verbal communications.
Developing a personal relationship with students provide several benefits for the students. In the literature on this field, informal interaction with faculty was found one of the most important contributors to student success (Thompson, 2001). Moreover, studies show that students with caring and supporting interpersonal relationships with faculty report more positive academic attitudes and values, and more satisfied with the learning experience in university (Klem & Connell, 2004). These students also are more interested in the learning and are more engaged academically. This relational component is also found a critical factor for the success of Ph.D. students. For example, a study reveals that the success of research students largely depends on their relationship with supervisors (Ezebilo, 2012). It is clear that, if the research students run into lots of problems associated with their work it may impinge on their academic potentials as well as their academic success.
This is what I would like to add to this important discussion:
Extant research on the Community of Inquiry (CoI) Framework and its three presences (Cognitive, Social, & Teacher Presence) has always identified the Social Presence (part of which is to establish a teacher-student rapport) as the most significant one for a successful learning experience. That speaks volumes for the importance of establishing teacher-student rapport.
In the context of the higher ed environment, adult learners come with many responsibilities that sometimes get in the way of them successfully completing their degrees. As such, having a personal relationship with them as an instructor helps you understand them better and adjust the classroom delivery to their needs. For example, international students do feel a level of invisibility in U.S. classrooms that cater to mostly the dominant majority. I am also currently working on using more flexibility in the HE delivery to facilitate this need among adult learners. I hope the attached would be helpful for you.
Many thanks,
Debra
Data Generation I: International and invisible in a workforce edu...
Data Flexible Learning Environments-Theories-Trends-Issues
Article Workforce Education and Development (WED): Graduate Students...
Really, it is very nice question. Along my 11 years as an academician, I get superior relationship with my under and post graduate students and at the same time we are mutually respecting relationship boundaries. Teaching process is NOT an ordinary job, never, there are two aspects in it: Academic and Humanitarian aspect so we as a lecturer have to built a comfortable ambient in the lecture room and common confidence, I can review this situation in to two parts, one for pure academic time and the other for social or public time with students. I like my student very much and after graduation they become my colleagues and friend after the stage where I considered them all as my sons and girls.
I hope full success and happy life to all my colleagues (student) besides my RG golden colleagues.
Emad
Dear Sami.
I have already answered your question. In this answer, I want to emphasize that a university lecture should have two main components, a scientific/technological component and a caring/affective component. if the former is not the case, there is no university lecture at all. Actually, no one can teacher what s/he does not master. When a teacher does not master what s/he teaches it tends to be an authoritarian figure and does not like, say, to be "perturbed" by students' questions and doubts. When a teacher masters what s/he teaches it tends to be an authoritative figure and be attentive to students' questions and doubts. In other words, an authoritarian teacher tends to be a transmitter of ready-made and established truths, whereas an authoritative teacher tends to be more a mentor or organizer of learning experiences and situations rather than a transmitter of knowledge who limits himself/herself to, say, regurgitating previous knowledge.
The caring/affective component of a university lecture has do with the affective atmosphere or the caring relationship between teachers and their students. There is amassing evidence that shows that the affective component of a university lecture has an impact on students' learning. No one learns, say, in an affective desert. Needless to say, authoritative teachers are more concerned with students' psychological well-being than authoritarian teachers.
Best regards, Orlando
Dear Dr Sami
Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.
I think correcting students in front of their peers can embarrass them, this feeling may be hurt them , not necessarily because of what they are being corrected for, but how they are being corrected.I usually try to consider their feeling in the class.
Best regards
The relationship between teacher and student is purely scientific
Although there are social aspects in that relationship must be employed in terms of promoting the delivery of knowledge to the student as well as taking the reverse feedback from students about the level of awareness and understanding of knowledge transferred from teaching to him
What's more, it is negative
Hi
Making good rapport with students is an important factor in posing positive classroom environment. It is good to be formal in certain areas to prevent students passed the red lines but at the same way we need a degree of kindness with them.
Liqaa
Hi all,
From the precedent answers, it seems that we all agree on two ideas. In other words, for a university lecture to be effective it has to meet two criteria: The scientific criterion or component and the caring criterion or component. So, we can think of a university lecture as a two components process.
First of all, teachers/professors have to be experts in, and knowledgeable of, their area of specialization. If this is not the case, then we have no university lecture at all. Second, a university lecture or classroom cannot be, say, a kind of an affective desert. As Liqaa notes, making good rapport with students is an important factor in posing positive classroom environment.
A caveat is in order at this point. In other words, the caring component should not be implemented at the cost of the scientific component. That is, to make good rapport with students cannot serve as a means to dispense with teachers' scientific competence. If this were not the case, teachers would be appealing to a kind of black mail and falling prey, say, to the caring fallacy: To think that while making a good rapport with students teachers are no more obliged to deliver good teaching. Of course, to deliver good teaching cannot be invoked to justify the absence of a good rapport with students.
All of this means that a university lecture should seen as a two intertwined components model.
Best regards,
Orlando
Healthy relationship with students make teaching interesting. This will make university lectures learning centric rather than teaching centric. Howwever, student teacher relationship should have a boundary.
Dear Anirbid,
Let me say that I am much in agreement with you when you say that teaching should be neither centered in teachers nor centered in students but it should be rather centered in learning and knowledge. As I see it, the main goal of any lecture is that students learn what they do not yet know. When I say learn, I do not mean rote learning but rather to understand, reconstruct and reinvent all that students learn.
Best regards ,
Orlando
It is very important to have a good relation with all of your students, most of them are like Colleagues for me, they have tremendous abilities and I always encourage them to peruse their dreams. I know most of their names and keep a good relationship with them even after they finish their course.
Thats a good question and I really want to share some of the strategies that I used with my students to have a good relation with them:
*Provide structure
*Teach with passion
*Have a Positive attitude
*Incorporate humour in lessons
*Using students interest to your advantage
*Incorporate story into your lesson
*Make a correlation between the subject material and the students lives outside the collage
The connection between you as the professor and your students is extremely important. The relationship should include mutual trust, respect, and professionalism...adding humor doesn't hurt either:) Learners need to know that you are there for them regardless of the situation and you are willing to provide answers to their questions. Thank you!
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