Dear Rajesh Singh Shekhawat

One great question you raised, it is neither easy nor hard to answer in proper manner.

Nowadays the teacher-student relationship changes as the dynamics of social norms. The same relationship had different in different colour for elders and now the same relationships have perceived in a different way. So, only i try to put most common and great part which needs concerns in this regarding.

According to John Hattie: It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.

To a large extent, the nature of your relationship with your students dictates the impact that you have on them. If you want to have a positive and lasting difference on your kids, you need to forge productive teacher student relationships.

When you have a good relationship with your students, they are more likely feel positive about class and about school in general. They are also more willing to have a go at hard work, to risk making mistakes, and to ask for help when they need it.

Therefore, it is not surprising that research shows constructive teacher student relationships have a large and positive impact on students’ academic results.

If you want to make a real and lasting difference, the evidence shows that investing time and effort into building high-performance with students is one of the most powerful things you can do.

If you want to make a real and lasting difference, the evidence shows that investing time and effort into building high-performance with students is one of the most powerful things you can do.

As per typical ways of interacting with students over time, different teachers exhibit different relational styles.

1. Authoritarian teachers show high amounts of press and low amounts of care. While they may want students to learn, they view their relationships with students as an us-vs-them phenomenon, where it is important for them to come out on top. Authoritarian teachers are rigid, and value rules for rule’s sake. They often overact to small infringements, and they are sometimes sarcastic and cynical. 

2. Friendly teachers show a high degree of care but a low amount of press. While they may care deeply about students’ self-esteem, they misguidedly accept minimal effort and mediocre work. Friendly teachers let their belief in student-directed learning prevent them from giving students the instruction and guidance they need. This often leads to chaotic classrooms and students working independently on tasks they have not been shown how to do.

3. Aloof teachers show low amounts of press and low amounts of care. While they may go through the motions of teaching, they do so mindlessly. They are often apathetic and indifferent, as their minds are elsewhere – think Bad Teacher. Aloof teachers don’t seek conflict with kids, yet their indifference and lack of structure lead students to act out. Then, over-reactions, escalating conflict and passive-aggressive behaviour often follow.

4. Teachers who forge high-performance relationships care for their students while simultaneously pressing them to excel. They have a passionate desire to help students learn and improve, which leads them to demand high standards of behaviour and effort. Yet, they also value their kids as people and take an interest in their lives. These teachers provide their students with strong guidance (both academically and behaviourally), while also nurturing personal responsibility and self-regulation.

Research shows that when teachers adopt a high-performance style of relating to students, the students have better attitudes about school, and they achieve better results. (Middleton, M. J., & Midgley, C. (2002). Beyond Motivation: Middle School Students’ Perceptions of Press for Understanding In Math. Contemorary Educational Psychology, 27, 373-391; Wubbels, T., Levy, J., & Brekelmans, M. (1997). Paying Attention to Relationships. Educational Leadership, 54, 82-86; Davis, H. A. (2006). Exploring the Contexts of Relationship Quality Between Middle School Students and Teachers. Special Issue on the Interpersonal Contexts of Motivation and Learning, 106, 193-223)

If you want your students to excel, you should forge high-performance relationships with each of them.

High-performance, teacher student relationships are a crucial aspect of evidence based teaching. However, teacher student relationships are still just one piece of the puzzle.

Some researches related to this which i have attached as file.

And one file of text which contain our vedic tradition (translated by Suchitra Mitra) is also attached.

Happy Researching...

Hope you find them helpful..

Dear Rajesh Singh Shekhawat

One great question you raised, it is neither easy nor hard to answer in proper manner.

Nowadays the teacher-student relationship changes as the dynamics of social norms. The same relationship had different in different colour for elders and now the same relationships have perceived in a different way. So, only i try to put most common and great part which needs concerns in this regarding.

According to John Hattie: It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.

To a large extent, the nature of your relationship with your students dictates the impact that you have on them. If you want to have a positive and lasting difference on your kids, you need to forge productive teacher student relationships.

When you have a good relationship with your students, they are more likely feel positive about class and about school in general. They are also more willing to have a go at hard work, to risk making mistakes, and to ask for help when they need it.

Therefore, it is not surprising that research shows constructive teacher student relationships have a large and positive impact on students’ academic results.

If you want to make a real and lasting difference, the evidence shows that investing time and effort into building high-performance with students is one of the most powerful things you can do.

If you want to make a real and lasting difference, the evidence shows that investing time and effort into building high-performance with students is one of the most powerful things you can do.

As per typical ways of interacting with students over time, different teachers exhibit different relational styles.

1. Authoritarian teachers show high amounts of press and low amounts of care. While they may want students to learn, they view their relationships with students as an us-vs-them phenomenon, where it is important for them to come out on top. Authoritarian teachers are rigid, and value rules for rule’s sake. They often overact to small infringements, and they are sometimes sarcastic and cynical. 

2. Friendly teachers show a high degree of care but a low amount of press. While they may care deeply about students’ self-esteem, they misguidedly accept minimal effort and mediocre work. Friendly teachers let their belief in student-directed learning prevent them from giving students the instruction and guidance they need. This often leads to chaotic classrooms and students working independently on tasks they have not been shown how to do.

3. Aloof teachers show low amounts of press and low amounts of care. While they may go through the motions of teaching, they do so mindlessly. They are often apathetic and indifferent, as their minds are elsewhere – think Bad Teacher. Aloof teachers don’t seek conflict with kids, yet their indifference and lack of structure lead students to act out. Then, over-reactions, escalating conflict and passive-aggressive behaviour often follow.

4. Teachers who forge high-performance relationships care for their students while simultaneously pressing them to excel. They have a passionate desire to help students learn and improve, which leads them to demand high standards of behaviour and effort. Yet, they also value their kids as people and take an interest in their lives. These teachers provide their students with strong guidance (both academically and behaviourally), while also nurturing personal responsibility and self-regulation.

Research shows that when teachers adopt a high-performance style of relating to students, the students have better attitudes about school, and they achieve better results. (Middleton, M. J., & Midgley, C. (2002). Beyond Motivation: Middle School Students’ Perceptions of Press for Understanding In Math. Contemorary Educational Psychology, 27, 373-391; Wubbels, T., Levy, J., & Brekelmans, M. (1997). Paying Attention to Relationships. Educational Leadership, 54, 82-86; Davis, H. A. (2006). Exploring the Contexts of Relationship Quality Between Middle School Students and Teachers. Special Issue on the Interpersonal Contexts of Motivation and Learning, 106, 193-223)

If you want your students to excel, you should forge high-performance relationships with each of them.

High-performance, teacher student relationships are a crucial aspect of evidence based teaching. However, teacher student relationships are still just one piece of the puzzle.

Some researches related to this which i have attached as file.

And one file of text which contain our vedic tradition (translated by Suchitra Mitra) is also attached.

Happy Researching...

Hope you find them helpful..

Dear SUBHASH CHANDRA BASU

thanks for answering and appreciation.

Great responses from Subash! I'd just add that the teacher has to work even more to develop student-teacher relationships in the online environment, which is rapidly becoming a norm in teaching and learning today due to the advancement in technology. Creating this social presence helps to humanize the online learning environment. The attached can help to develop this social presence.

Many thanks,

Debra

Data Creating-Social-Presence-in-Online-Teaching (2)

hello Debra Sharon Ferdinand

Thanks for answering and i am appreciate your online environment suggestion.

To a student teacher is as good as father so to say a founder father whose initial training ,advice , suggestion ,guideline remain the stepping stone of the way of his career development .

Apart from the teaching powder & method of the teacher where students receive impressive interest for his study but with this teacher care loving interest for students with the knowledgeable parting of the influence on students & teacher should find besides the study career other interest of the student whenever if it is necessary in the interest & progress of student teacher should call the meeting with the parents exchange the views of each other so that teachers may have a better line for student .

This is my personal opinion 

Dear sirs,

Students-teacher relation should be considered as "sacred" as all other intense and positive human relations. It is a very special kind of "love" relation, such as "father-son" (or in my case, mother-son), as >Rohit so well put.

In fact, as I teach junior medical students, I try to follow the ethical concepts from the hypocratic oath, that teaches us to treat our students as sons. (I may have collected several thousands of children, by now...)

Sometimes, some students come back to thank me for the way I treat them.  Ialways answer that if they get the oportunity, the best way to be thakful is to treat their patients and their future students, the same way as they enjoyed being treated by me.

If we all followed that sacred rule in all our human relations,  I'm sure the World would be a better place. (even if sometimes we need to be harsh and over-demanding, out of love...)

Resp. Mr. Shekhawat,

If one talks about a relationship, it is a two-way performance expected from both the sides. The role of a student is to listen to the teacher's instructions and obey them sincerely without questioning the knowledge and capability of the teacher. Students are not supposed to judge their teachers and  criticise one teacher in front of another teacher. 

The role of a teacher is to take the responsibility to give some great individuals to the society. Consequently, the role of a teacher is very important and is expected to experience the truth and bitter as well as goodness that lies in the society and to share it with the students and the group together that contribute something that is lacking in the society. 

The relationship is important as it is the selfless relationship that is established by each individual outside his/her family that has its positive as well as negative impact on society!

Relationship of mutual love and respect should be there between teachers and students leading to effective learning process that will last forever.

Techer-student relationship must be so transparant in order not to affact the learning process.

There should be a cooperative relationship between the teacher and the students. The success of learning depends on classroom atmosphere.

Criteria for teacher-student relationship: Mutual respect between teacher and student. Making the educational process the common denominator in this relationship, which benefits the student to learn, and the teacher to perform his mission in the best and most complete. Based on authentic public morality. Preserving the teacher of his highest value as a bearer of the message of knowledge, in order to preserve this message from any abuse or distortion.

The teacher has moral duties towards the student, and one of the manifestations of these duties is his keenness on the student as a friend to his friend, which is beneficial by overcoming a large part of the difficulties of learning and scientific achievement, the origin of the inability to save, understanding and absorption, and the lack of learning ability and motivation at the the student

Please refer to this wonderful article:

Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16(4), 247-254.