importance of teacher student relationship essay

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The Importance of Student-Teacher Relationships

Reilly Fitzmorris, Sarina Russo, Shelbie Coristine, Gabby Rivolta, Patricia Beninato

Please cite this page as:

Coristine, S., Russo, S., Fitzmorris, R., Beninato, P., & Rivolta, G. (2022, April 1). The importance of student-teacher relationships . Classroom Practice in 2022. Retrieved [date], from https://ecampusontario.pressbooks.pub/educ5202/chapter/the-importance-of-student-teacher-relationships/

What Is A Student-Teacher Relationship?

A student-teacher relationship in the classroom is a positive relationship between the teacher and the student in efforts to gain trust and respect from each other. This relationship may consist of getting to know your students better, providing choice and encouraging the students to become stronger learners everyday. By doing this teachers are showing respect to their students, valuing their individuality and being polite. Having a positive relationship with your students helps them become more successful in the classroom as well as makes your classroom a safe and welcoming environment for all.

Ways To Build A Student-Teacher Relationship

There are many tips and tricks that can be used to build a strong student teacher relationship. One way that a strong student teacher relationship can be created is by making it apparent that the teacher cares about the students (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). This can be done by talking with your students, such as asking about their day. Another way could be by listening to your students, this can be done by hearing their opinions, taking into account their interests, and by learning each student’s unique learning styles (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). As well you can develop mutual trust with your students, such as providing them with choices and always having their best interest in mind (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). In addition, you always have to be respectful and fair with each and everyone of your students (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). You can ensure this by not picking favorites and having the same corrected behavior for each student. Furthermore, you can get to know your students and their families. This can be done by paying attention to your students during class and offering them opportunities to talk or share what they want about their families. Lastly, by giving your students positive words of encouragement and constructive criticism (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). This is important due to the fact that it creates trust with your students, as they know they can rely on you to be honest. Of course, there are many other alternative ways to build a positive student teacher relationship, but these are some great examples of how to start.

Advantages of a Student-Teacher Relationship

Student- teacher relationships have displayed many advantages in the classroom. To start, students who share a positive relationship with their teacher develop stronger social-emotional skills. In addition, these students are more likely to absorb an increased amount of academic knowledge (Positive teacher-student relationships have cascading benefits, 2021). The result of a strong student-teacher relationship is that it allows students to feel confident through exploration and taking risks in their academic tasks. In short, students who have a positive student-teacher relationship demonstrate a stronger performance in the classroom (Positive teacher-student relationships have cascading benefits, 2021). However, one of the most important impacts of a positive student-teacher relationship is the production of an environment that incorporates mutual respect. One way an educator can produce a strong relationship with a student is to explicitly define learning goals and expectations in a positive manner. This could look different for groups of students or individual students. The strong relationship will allow for educators to be aware of their students’ learning and adjust their learning goals and expectations as needed (Admin, 2017). In the same manner, the educator should allow opportunities for students of all learning styles to participate in class discussions through oral and written communication. In addition to academic advantages, positive student-teacher relationships improve mental health and assists students in developing self-worth (Admin, 2017). Oftentimes, students look up to their educators as mentors. With this in mind, students are likely to feel pride when the educator encourages them in their learning and social interactions. Social competence, problem-solving abilities, autonomy, and a feeling of a bright future or purpose are protective elements that boost resilience, these all can be developed in a supportive teaching atmosphere (Bondy et al., 2007). As noted, students benefit from positive student-teacher relationships. Likewise, educators benefit as well. While creating strong relationships with their students, educators are strengthening their own interpersonal and professional skills (Admin, 2017). By strengthening their interpersonal communication skills, educators are more likely to respond effectively to stressful situations. In addition, educators are able to form relationships with parents and coworkers. In summary, it can be noted that students and educators equally benefit from the creation of positive student-teacher relationships.

The Importance Of Student-Teacher Relationships: Short and Long Term

As stated, student-teacher relationships are highly essential in an effective classroom. Specifically, student-teacher relationships are important for students in their short term and long term education. Student-teacher relationships are important in the short term because it creates a thriving classroom environment, helps students develop self worth and improves student mental health (Buffet, 2019). In the same manner, these positive relationships may decrease behavioral problems and promote academic success. Student- teacher relationships help foster the academic success of students. With this being said, student-teacher relationships assist students in the short term. These relationships support students for the specific year they spend in that educational setting with the educator (Buffet, 2019). Likewise, a positive student-teacher relationship is very important in the long term because it gives students confidence as well as ensuring that they know that their ideas are valuable. In turn, this allows students to carry this confidence throughout their future years pursuing academics. Also, this confidence and recognition of self-worth can be seen in social and emotional aspects of the students life. Another long term effect is that positive teacher relationships teach students that mistakes are an indication that they are learning. Learning is ongoing and students are able to identify this through the production of positive student-teacher relationships. This type of relationship will foster confidence in the long-term for the student.

Causes of Poor Student Teacher Relationships

Poor teacher-student relationships result from the instructor’s lack of awareness. Some students require tailored educational approaches since they do not respond to learning in the same way as others. When a teacher fails to regard an individual student’s educational needs, relationship problems between teachers and students arise. Each student’s ability to learn and interact with educators is influenced by their personality, family backgrounds, mental processes, learning styles, priorities, maturity levels, and academic ambitions (Tucker, 2021). When possible, teachers should treat each student as an individual who deserves one-on-one attention and specialized, concentrated education. In addition, a poor student-teacher relationship will develop if the educator’s main or only priority in the classroom is academics (Tucker, 2021). In correspondence with academics, students need to feel cared for and have the chance to feel strong emotions. Educators are responsible for building relationships with students that are not surface level or academically focused. Students should feel that their educator is someone they can trust and communicate freely with. The lack of empathy displayed by an educator can result in a poor student-teacher relationship.

We interviewed 8 individuals all in different sections of the educational field. We asked them a series of questions on student-teacher relationships. The interviewees requested to stay anonymous, but all are familiar with different roles within the education community. The following are their answers.

First Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

• Grade 2, Grade 3

What do positive teacher-student relationships look and feel like in the classroom?

• mutual respect – respectful interactions
• Open communication
• Teacher is supportive but encourages independence
• Individuality of each student is valued
• Kind and polite interactions
• Honest and kind feedback is given to students
• Teachers get to know their students and their differences
• Teacher believes in each student
• Simple gestures shared (hello and goodbye, a smile, a tap on the shoulder) What do you believe is the strongest indicator of positive teacher-student relationships?
• Communication that is respectful between the two

What factors influence the teacher-student relationship in the classroom?

• Treating students with respect and supporting them encourages them to be more motivated and engaged. When students know that their teacher loves and supports them, they are more likely to be more self-directed and want to succeed. This positive teacher-student relationship also encourages positive relationships with peers.

Second Interviewer

• Grade(s) you teach or please indicate role if not in a classroom teaching role: Grade 4, Grade 6, Grade 8
• In order for any relationship to be successful, there has to be respect and trust. The teacher is the adult and the student is the child. It isn’t a friendship. There have to be boundaries or else nothing would be accomplished. As an adult, you will wear many hats… doctor, parent, nurse, psychiatrist. The child needs to know you care. Caring means listening, showing empathy and sensitivity. Caring also means correcting children when they make a mistake, academically and with the choices they make. Establish clear and concise rules. Address inappropriate behavior, but also praise the positive. It’s okay to provide incentives, however some things are non- negotiable. Structure is so important, as is routine. Be fair and consistent. Treating everyone fairly does not mean you treat everyone the same. Depends on the needs of the child. Laugh with them. Laugh at yourself.

What do you believe is the strongest indicator of positive teacher-student relationships?

• Get to know your students. Talk to them. Learn what’s important to them, what motivates them, what shuts them down. Communication with home keeps everyone on the same page. Try to formulate your own take on a child. Some people just don’t click, meaning a child maybe struggled with a former teacher, but don’t let that teacher’s opinion cloud your judgment.
• Pay close attention to how a child interacts with other children. Be a confidence builder. Be a coach. Offer suggestions when there is conflict, but let them work it out. Be a mediator. Allow and encourage them to own their behaviour, the good and not so good. Make every child feel important and relevant. Let them know their ideas are helpful and appreciated. Empower them. Acknowledge their strengths and achievements.

Third Interviewer

• Literacy Teacher
• Positive teacher-student relationships look and feel calm, positive, respectful, open, safe and flexible.
• Respect. I think that both the teacher and the student need to feel respected. When a student feels respected, they feel safe and are able to share ideas, take risks and focus on learning.
• number of students in the classroom
• number of adults in the classroom
• student needs

Fourth Interviewer

• Kindergarten Prep
• Good listener
• Kindness/Caring
• Communication
• Value individuality
• Open minded
• Positive interactions
• Empathy and communication.
• Building a safe environment for the student through good communication allows the students to feel like they can trust their teacher.
• Also having empathy for and with your students will allow you to manage students’ behavior and academic engagement.
• The attitude of the educator towards a student is a major influencing factor to the teacher-student relationship. Positive student relationships (good rapport) are fundamental to success. When students feel safe and supported, they’re more likely to engage in learning and have better educational outcomes. Plus, when students have positive interactions with teachers, they have fewer behavioral problems.

Fifth Interviewer

• Program Resource Teacher
• Mutual respect, trust, communication that is open and honest-student can share their needs and the teacher can share their needs and both trust that each will do their best to meet those needs
• Engaged learners- if they are engaged it is because the teacher has met their unique learning styles/levels/needs through differentiation and universal design
• Teacher has to have constant and consistent and honest conversations with students about their needs, teacher has to show students that they took their conversation seriously and honoured their conversation, student will develop trust over time that the teacher is doing their best and then student will learn to listen to what the teacher or adult needs and do their best to honour it
• Team work between home school and student- but student has to have at least one adult at home that cares and shows a effort on a consistent basis
• This conversation was a scripted and works with every student Dr Ross Greene (conversations are modeled) and Shanker’s self regulation research
• I took the lense of a struggling student, which all students can become if their needs are not met

Sixth Interviewer

• Elementary Curriculum Consultant
• In a classroom with positive teacher/student relationships you would feel it when you walk in the room- a sense of calm and belonging. It would be a warm and inviting classroom. Every student would know they are valued and cared for. It would look like a community of mutual respect, open dialogue/communication, and students engaged in learning. Opportunities for students to demonstrate their learning in ways that build their confidence and belief in themself would be evident.
• A caring teacher who knows and believes in their students
• Teachers who take time to get to know their students- the ways they learn best, what motivates them, what is important to them, background etc can build stronger relationships with their students.
• It is important that teachers build positive relationships with the student’s family/caregivers as well.

Seventh Interviewer

• Technology Support Teacher
• Student – teacher relationships develop over the course of the year. At the beginning of the year, it’s critical that the teacher intentionally work towards getting to know each student. Asking questions about their day, evening prior, how they’re doing, etc. helps to show students that the teacher cares about them. Setting a positive, calm tone in the classroom environment also contributes to the development of relationships. Students should feel comfortable sharing their learning, problems and everything from wiggly teeth to conversations about world events with their teacher.
• The strongest indicator is a functioning classroom where learning is possible. When you walk into these classrooms, students feel safe, trusted and that their voice is heard. Time is spent positively communicating. They might be communicating about a math lesson or during their breaks socializing with friends. A positive relationship leads to more time spent learning and less on repairing conflicts occurring between peers or student- teacher. Trust and a sense that their teacher cares about them contributes to this environment. What factors influence the teacher-student relationship in the classroom?
• Teacher mental health and personality, student mental health and personality, time spent getting to know students, teacher sharing some personal experiences or a bit about their family, pets, travels, etc., teacher creating interesting learning experiences that invite student voice, opinion, discussion, how teachers handle conflict or disruptive behaviour (does it build a safe space or deteriorate the relationship), taking time during recesses to talk one on one with students, making students feel special and heard, relationship between parents and teachers

Eighth Interviewer

• System Literacy and Numeracy Facilitator
• Positive student teacher relationships involve a caring teacher that treats students equitably, believes that all learners can succeed and gets to know each student’s strengths and needs to help them grow in their learning and confidence in themself. It looks like open conversation, listening and timely feedback. In rooms where this is very successful you see teachers making students feel supported by including them in lessons, choosing topics to suit individuals, guiding the learning and celebrating small successes. It looks like learning from mistakes and valuing each moment together.
• Belief that all students can be successful.
• Student experiences with adults in and out of school, class size, student individual needs and classroom support, interruptions, teacher excitement for student learning and building relationships, support of administration

From a Student’s Perspective

Oftentimes, educators fall victim to assuming their students’ needs before addressing them with the students. With this being said, educators view students’ needs from their own perspective, rather than the students. Educators have the responsibility to communicate with students in regards to their needs in their intellectual, social, and emotional development. This can be completed through journals, check-ins, or conversations. In this specific assessment, we asked a variety of students, “What do you wish your teacher knew or would do?” Within the video, the answers from a wide range of students are shown. Most importantly, the answers are displayed from the student’s perspective.

John Hattie and His View On Student-Teacher Relationships

“It is teachers who have created positive teacher-student relationships who are more likely to have above average effects on student achievement.” – John Hattie

Professor John Hattie is an educational researcher. Performance indicators, models of measurement, and evaluation of teaching and learning are among his research interests. With his two books Visible Learning and Visible Learning for Teachers, John Hattie gained a wider audience. Visible Learning is the result of a synthesis of over 800 meta-studies involving over 80 million students. Visible Learning, according to John Hattie, is the product of 15 years of research on what works best in schools for learning. “Possibly the world’s most influential education academic,” according to TES (Visible Learning, n.d.).

The meta study Visible Learning (2009) by John Hattie is a defining moment in educational research. It was deemed the “holy grail of teaching” by the Times Educational Supplement. Hattie’s book answers the question, “What works best for student achievement?” (Visible Learning, n.d.).

John Hattie created 10 mindframes that teachers need to adopt in order to maximize student success. Mind Frame 7: “Teachers/leaders believe that it is their role to develop positive relationships in classrooms/staff rooms” (Hattie, 2012). Teachers must establish a positive interpersonal interaction with each student, and kids must feel safe, fair, and compassionate in the classroom. “How can I instil a high level of trust in my students?” “Do my students feel comfortable expressing what they don’t know or understand?”

The teacher-student interaction has a .72 effect size on student accomplishment, according to John Hattie, author of Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. To put that into perspective an effect size of .4 and above is highly significant for student achievement. Listening skills, empathy, mutual respect, care, and positive regard for students were found to strengthen connections, according to the research (Turner et al., 2016).

It can be concluded that student-teacher relationships result in a positive classroom environment and experience. Evidence has been provided through scholarly sources and the interviews completed by individuals who are first-hand witnesses to student-teacher relationships. The information gathered demonstrates the increase of engagement, confidence, and motivation displayed by students who have a strong relationship with their teacher. Likewise, teachers are strengthening their communication and professional skills while building these relationships. In summary, student-teacher relationships foster a welcoming environment and produce success for both the student and the educator.

 Bibliography

Admin. (2017, November 20). 4 benefits of positive student-teacher relationships. Pride Surveys. Retrieved March 3, 2022, from https://www.pridesurveys.com/index.php/blog/4-beneficial-effects-of-student-teacher-rela tionships/

Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience. Urban Education, 42(4), 326–348. https://doi.org/10.1177/0042085907303406

Buffet, –T. S. and J. (2019, October 31). Positive teacher-student relationships. Greater Good In Education. Retrieved March 3, 2022, from https://ggie.berkeley.edu/school-relationships/positive-teacher-student-relationships/#:~:t ext=For%20Teachers%3A%20According%20to%20educators%2C%20a%20positive%2 0relationship,trusting%2C%20and%20strives%20to%20keep%20the%20relationship%2 0conflict-free

Hattie, J. (2012). Visible learning for teachers: Maximizing Impact on learning. Routledge.

Positive teacher-student relationships have cascading benefits. Network for Educator Effectiveness |. (2021, July 22). Retrieved March 3, 2022, from https://neeadvantage.com/blog/positive-teacher-student-relationships-have-cascading-benefits/#:~:text=When%20students%20have%20a%20positive,or%20referred%20for%20sp ecial%20education.

Tucker, K. (2021, November 5). What are the causes of a poor relationship between a student & teacher? The Classroom | Empowering Students in Their College Journey. Retrieved March 3, 2022, from

Turner, D. M., Aljure, I., & Canevari, P. (2016, April 1). 7 powerful actions you can take to improve relationships with your students – brain based learning: Brain based experts. Brain Based Learning | Brain Based Experts. Retrieved March 2, 2022, from http://www.brainbasedlearning.net/improve-relationships-with-students/

Visible learning. VISIBLE LEARNING. (n.d.). Retrieved March 2, 2022, from https://visible-learning.org/

6 Ways to Build Strong Teacher-Student Relationships with SEL. Social and Emotional Learning – Aperture Education. (2022). Retrieved 2 March 2022, from https://apertureed.com/5-strategies-building-relationships-students/.

Classroom Practice in 2022 Copyright © 2022 by Dr. Catherine Vanner is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Why Teacher-Student Relationships Matter

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Students spend more than 1,000 hours with their teacher in a typical school year. That’s enough time to build a relationship that could ignite a student’s lifetime love of learning—and it’s enough time for the dynamic to go totally off the rails.

Education watchers have long known that the relationship with a teacher can be critically important to how well students learn. But emerging research is giving a clearer picture than ever of how teachers can build and leverage strong relationships with their students.

“People sometimes mistake a kind of casual familiarity and friendliness for the promotion of really deep relationships that are about a child’s potential, their interests, their strengths, and weaknesses,” said Mary Helen Immordino-Yang, a cognitive neuroscientist at the University of Southern California who studies the effects of emotions and mindsets on learning.

“A lot of teachers ... have really strong abilities to engage socially with the students, but then it’s not enough,” she said. “You have to go much deeper than that and actually start to engage with students around their curiosity, their interests, their habits of mind through understanding and approaching material to really be an effective teacher.”

In a forthcoming longitudinal study with Bank Street College of Education, Immordino-Yang is tracking how the highly effective teachers of low-income students set classroom norms and feelings of trust and safety for students—but also leverage that foundation to promote students’ deeper thinking and engagement.

Why are teacher-student relationships important?

“The relational part of teaching may very well be its most underrated aspect. ... When teachers are good at building relationships with students, the skill is seen more as cover for a lack of content knowledge or wherewithal to instruct with rigor,” James Ford, the 2015 North Carolina State Teacher of the Year and the program director for the Public School Forum of North Carolina, told Education Week . To the contrary, he added, “Our first job as teachers is to make sure that we learn our students, that we connect with them on a real level, showing respect for their culture and affirming their worthiness to receive the best education possible.”

A Review of Educational Research analysis of 46 studies found that strong teacher-student relationships were associated in both the short- and long-term with improvements on practically every measure schools care about: higher student academic engagement, attendance, grades, fewer disruptive behaviors and suspensions, and lower school dropout rates. Those effects were strong even after controlling for differences in students’ individual, family, and school backgrounds.

Teachers benefit, too. A study in the European Journal of Psychology of Education found that a teacher’s relationship with students was the best predictor of how much the teacher experienced joy versus anxiety in class.

How does a teacher’s approach affect that relationship?

In a 2018 study, Arizona State University researcher Victoria Theisen-Homer found different teacher-training programs prioritized different kinds of relationships with students:

• An instrumental focus involved a limited, one-way relationship in which teachers cull bits of information about students specifically to motivate them to behave well and focus on teacher-directed tasks. The relationships “were structured as a controlled means to a particular end: student compliance,” she found. “Students learned that their value was tied to the degree to which they worked hard and behaved in line with what mostly white authority figures demanded.”
• A reciprocal focus required teachers to gather complex information and develop a holistic understanding of their students, inviting the students to grapple with content and problems together. “These students not only learned to think for themselves, but also had adults who affirmed and responded to their thoughts and experiences. Such interactions prepared them to engage with authority figures, and to someday hold positions of authority themselves,” Theisen-Homer said.

The study also found in an analysis of two of these programs that teachers trained in the instrumental focus were more likely to go on to teach in low-income, high-minority schools, while those trained in reciprocal relationships ended up in schools with more high-income and white students. It was not clear why teachers ended up sorting in this way, but it raised concerns about differences in the kinds of relationships high- and low-income students might experience with teachers.

“Sometimes teachers don’t understand the importance that their relationship with each student has on that student’s identity and sense of belonging,” said Vicki Nishioka, a senior researcher with Education Northwest who studies teacher-student relationships. “What gets in the way of that is a more authoritarian kind of discipline and interaction approach with students, which really doesn’t work.”

For example, a 2016 study randomly assigned teachers to increase their positive interactions with students. Students of teachers who boosted their ratio to five positive comments and interactions for every negative one had significantly less disruptive behavior and more time on task academically than the students of a control group of teachers.

How can teachers improve their relationships with students?

In a word: Empathy. Across several recent studies, researchers have found that teachers who cultivate empathy for and with their students are able to manage students’ behavior and academic engagement better.

Nishioka finds that trying to suppress biases or stereotypes about students can sometimes make them worse, but practicing perspective-taking—actively imagining how a student might perceive or be affected by a situation—can reduce bias and deepen teacher-student relationships. She recommended teachers:

• Talk to students to understand differences in their perceptions and expectations in class.
• Research cultural differences between teachers and students to head off cultural misunderstandings, particularly around norms, styles, and language.
• Teach and model perspective-taking for students in class.

How can teachers maintain healthy boundaries with students?

Experts caution that for teachers and students, “relationship” does not equal “friend,” particularly on social media. Many districts have rules against teachers following or friending current students on Facebook, Twitter, or other platforms, in part because it might open teachers to liability if they see inappropriate behavior from students online.

Teachers also should be upfront with students who confide in them that they are required by law to report evidence of abuse and can’t keep secrets that could put students in danger.

Teacher and education author Starr Sackstein, whose blog is hosted on the edweek.org website, also recommends that while teachers can and should share personal stories if they are “purposeful and appropriate” to the discussion, they should use these to model for students what level of detail is appropriate for sharing in social conversations.

How can relationships with students support teacher quality?

While student feedback is often incorporated into teacher evaluations in higher education, it is rarely a direct part of K-12 teacher evaluations. But that doesn’t mean districts can’t use student feedback to improve teaching practice, and in particular, such feedback can be used to help teachers build deeper relationships with students.

For example, the High Tech High Media Arts charter school in San Diego trains students using a six-week course to act as observers. The students met regularly with the teacher to give feedback about their communication skills and engagement in the classroom, and to brainstorm better ways to reach out to students. Teachers and administrators found that going through the training gave students better understanding of the teachers’ roles. School staff members said that teachers also “developed deeper relationships with students, interacted with students in a more positive way during class, communicated information about projects and assignments to students more clearly, generated better questions to stimulate student dialogue during Socratic seminars, and created more collaborative learning environments for students.”

A version of this article appeared in the March 13, 2019 edition of Education Week as Why Teacher-Student Relationships Matter

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Teacher-Student Relationships Matter

• Posted March 17, 2021
• By Gianna Cacciatore
• Counseling and Mental Health
• Disruption and Crises
• Teachers and Teaching

Effective teachers form authentic, caring relationships with their students. In the best of times, forming these relationships can be a challenge; in a post-pandemic world, where many teachers are engaging with students remotely, building relationships can feel impossible. Fortunately, says trained counselor and educator Megan Marcus , educators can learn the skills necessary to build strong relationships, both in person and online.

Marcus is the founder of FuelEd , a Houston-based nonprofit committed to teaching these skills to educators around the country. By providing teachers with access to one-on-one counseling, group workshops, and educator training, FuelEd hopes to close what it perceives to be a gap in educator preparation: the space between what an educator is expected to do — build strong, secure relationships with students, families, and coworkers — and the level of social and emotional support educators actually receive. Inspired by Marcus’ background in human psychology, Fuel Ed leads with the belief that teachers cannot effectively care for their students unless they care for themselves first.   

“Just one relationship with a caregiver throughout a lifespan can actually change the brain’s development, heal trauma, and promote learning. Educators have the potential to utilize this power. Many do organically, through naturally forming secure relationships. But we could do so much more if educators were equipped with the skills and self-awareness to systematically do this work,” explains Marcus.

Here, Marcus offers four steps educators can take to promote emotional intelligence and build relationship-driven schools, both in-person and online.

1. Learn the science behind strong relationships.

Research shows that the way a person relates to caregivers early in life can impact that person’s relationships later on. For example, explains Marcus, “if you had insecure relationships in your childhood, you’re more likely to build relationships with others that aren’t secure.” The good news? Once identified, a person’s relationship patterns can change. That means educators can learn the skills behind secure relationship-building — and they can teach them. This gives educators the opportunity to, within their daily interactions, strengthen the ways their students relate to others throughout life.

2. Embrace the power of empathic listening.

Empathic listening means listening to what a student has to say — a student’s “strong emotions and painful experiences,” says Marcus — and not responding. No reassuring, no offering advice. Just listening. While deceptively simple, this type of listening can help a student build self-regulation skills. That’s because it kicks off a powerful interpersonal cycle. “Someone comes to you, they share their feelings, and instead of jumping in to problem solve, you listen. That’s very trust-building. Now, not only is this person calmer and better able to solve their own problems, but they want to come back to you again, share more. And the more you can learn about them and their needs, the more you, as the administrator and the teacher, can be respond to their needs,” explains Marcus.

“Just one relationship with a caregiver throughout a lifespan can actually change the brain’s development, heal trauma, and promote learning. ... We could do so much more if educators were equipped with the skills and self-awareness to systematically do this work.”

Empathic listening, she adds, can also help school leaders build stronger, more positive relationships with staff.

To make space for empathic listening, educators can prioritize opportunities for one-on-one connections in scheduled check-ins or drop-in office hours. Since this type of listening can take place in person, on Zoom, or over the phone, this is a skill that all educators, no matter their learning modality, can use to form more secure relationships.

3. Practice genuine vulnerability.

Often, educators feel restrained by the need to exert authority in a space, so they refrain from sharing their genuine frustrations or emotions. This hinders the development of secure attachments, says Marcus, and limits the social-emotional culture of a school. Instead, she suggests, educators should share their experiences directly. Once one person shows vulnerability, another person will open up. Only then can secure relationships blossom.

This practice fuels student-teacher relationships, but it is also key to creating an over-arching culture of safety in a school. “The more that principals can model empathy and self-awareness, the more they can share their journey with teachers and be vulnerable, the more it’s going to encourage educators to engage in the work,” says Marcus.

If you are educating in person, you can practice sharing personal details in informal exchanges with both students and colleagues. If you are educating online, Marcus says, you can use virtual opportunities, like introductory videos, pet cameos, or Zoom dance parties, to introduce your personality to your school community.   

4. Provide educators with opportunities to do their own healing.

Teaching is, at its core, interpersonal work. It requires high levels of emotional intelligence. When educators approach the work unprepared for its social-emotional load, says Marcus, relationships suffer. Her advice? Give educators access to spaces and resources where they can do their own introspection and healing. When teachers are invited to engage in the therapeutic process of unpacking their personal stories and triggers, it can lead to social-emotional growth. The more that educators are able to improve their own social-emotional intelligence, the more students will be able to learn and feel safe.

Additional Resources:

• FuelEd's professional development workshops for educators.
• From Making Caring Common: How to Build Empathy and Strengthen your School Community
• Teaching Social and Emotional Skills All Day
• Safeguarding the Mental Health of Teachers
• Trauma Informed video series

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Positive Teacher-Student Relationships

What are they.

Everyone can point to a teacher who made a difference in his or her life, and also to one who made life miserable for a short time. Why? Because the teacher-student relationship is at the heart of teaching. As Rita Pierson noted in her famous TED talk, “Kids aren’t going to learn from someone they don’t like.”

But what is a positive teacher-student relationship? Here are some examples based on research that asks both teachers and students what makes this relationship so special:

For Teachers: According to educators, a positive relationship with a student is close and supportive, but not overly dependent. A teacher who cares about his or her students believes that every child can learn, but differently and at different rates, sets high expectations, is warm and trusting, and strives to keep the relationship conflict-free. He or she also uses humor and admits mistakes, sets clear boundaries, and is open, honest, and approachable.

For Students: Students told researchers that good teachers listen to and take a personal interest in students’ lives. They show respect, value the individuality of each student, and are kind and polite. A caring teacher gives honest, but kind feedback, and offers second chances. They help students with schoolwork, manage the classroom well, and, perhaps most importantly, they plan fun activities.

For Higher Education: At the college level, students prefer professors who are approachable—they say “hi” on campus, smile often, and stay after class to talk to students. They also set high expectations, are fair, honest, trustworthy, respectful, open, supportive, and encouraging.

Why Cultivate Them?

Decades of research clearly show that positive teacher-student relationships are extremely important for student outcomes in all categories—feelings, attitudes, behavior, and achievement—and at all ages.

Students do better overall with caring teachers.

• Studies have found that for students from pre-K to 12, positive student-teacher relationships increase engagement , motivation , prosocial —kind and helpful—behavior, and academic achievement .

Seeing students as individuals is key to their well-being and success.

• When teachers use practices that are sensitive to students’ individual differences and needs and that also include student voice, their students tend to be more motivated and show higher academic achievement ; they also feel better about school, participate more, and show less disruptive behavior across grade levels.

Negative student-teacher relationships can have long-lasting impact.

• Conflict-ridden relationships with teachers in kindergarten predict worse grades, work habits, and discipline problems into late elementary or even middle school.

Relationships matter at every age.

• In preschool and kindergarten : When their relationships with teachers are more emotionally supportive and less conflictual, preschool students become more socially and academically competent; similar effects occur for kindergarteners.
• In elementary and middle school , close, positive student-teacher relationships are associated with greater student engagement in learning and better social and behavioral outcomes in general, including less risky behavior .
• In high school , students who connect with their teachers are less likely to engage in risky behavior , including substance abuse, sexual activity, and suicide.
• In university , students are less likely to drop out , and they show more commitment, engagement, effort, intellectual development, and academic achievement.

Teachers, too, benefit from good relationships with their students.

• They experience the joy of teaching, helping to maintain their commitment to the profession by preventing burnout .

Practice Collections

Courageous Connections that Challenge Your Biases

Assessing Your School Climate

Listening with Compassion

Look Up Vibe (LUV Moment)

Say “We” to Nurture Collaboration in Students

Music to Inspire Kindness

Kindness Art for Students

Family Business

Designing the Classroom to Promote Kindness 

Honesty Commitment for Students

Pleasant Events Calendar for Students

Imagining Flourishing and Kindness: A Mindfulness Practice for Adults

Where We Stand

Standing Up Against Discrimination

Understanding Prejudice Through Paper Plate Portraits

Understanding Justice

Mindful Reflection Process for Developing Culturally Responsive Practices

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Teaching and Learning for the Greater Good

Why Strong Teacher Student Relationships Matter

• April 29, 2019

Think about your favorite teacher from elementary school. What made them so special? Maybe they were the first person who helped math “make sense” to you, or maybe they let you borrow books from their classroom library. The wisdom and mentorship that teachers provide can be life changing, especially for younger students.

Educators often focus on improving parent engagement , but student engagement is just as essential. The more self-motivated a student is as they learn to read, the better prepared they’ll be to reach their potential. One of the best ways to encourage this is by building meaningful teacher-student relationships.

Challenges Facing Positive Teacher-Student Relationships

One of the greatest issues facing teacher-student relationships is that many children aren’t going to class. Chronic absenteeism , or missing at least 15 days per school year, is increasingly common among students and comes with worrisome results.[1] In early grades, chronic absenteeism can predict high school dropout rates later on.[2] And if a child isn’t in class, building relationships with these students can seem nearly impossible.

Children from under-resourced backgrounds are most likely to have poor relationships with their teachers.[4] The reasons for this are varied. It could be because teachers are more likely to view these students with personal biases. Or in some cases, these children might not have access to the transportation or academic support they need to succeed. Whatever the cause, educators should be mindful of these children when determining how to engage their students.

Sometimes, behavioral or learning disorders can make it hard for teachers and students to understand each other. Children with autism spectrum disorder , for example, might have communication styles that confuse their peers. Learning disorders like dyslexia or attention-deficit hyperactivity disorder (ADHD), too, can limit a child’s attention span and frustrate their teachers. Any plans you make for how to connect with your students should include accommodations for these and other conditions.

How Positive Teacher-Student Relationships Lead to Academic Achievement

Building rapport with your students and establishing yourself as their mentor is an excellent way to combat chronic absenteeism.[5] Students are more motivated to attend classes if they know their teacher cares about them and will help them succeed. And by improving school engagement , these relationships can also improve academic achievement.

Even in elementary school, unexcused absences are linked to dropping grades, particularly in math.[6] By motivating students to work hard and miss fewer lessons, teacher-student relationships can keep struggling students from falling behind and close the achievement gap in education. It’s one of the longest-lasting ways a teacher can impact student achievement and career success.

Personal connection with your students can also raise their intrinsic motivation to learn.[7] When students feel interested in their work for the sake of mastering it, they develop a love of learning that will benefit them for their entire lives. Plus, they’re also more likely to have positive attitudes towards their teachers, classes, and lessons.[8] When students focus less on grades and more on mastery, they’re on their way toward a successful school career.

Lastly, these relationships can even tie into your social-emotional learning (SEL) curriculum. Positive teacher-student connections can help children develop self-regulation skills , particularly autonomy and self-determination.[9] As students learn how to evaluate and manage their behavior, they’ll be able to reach their personal and academic goals.[10] And over time, this can reduce failing grades and the need for redirection.

In short, teacher-student relationships can promote school success in the following ways:

• Strengthens academic achievement
• Reduces chronic absenteeism
• Promotes self-motivation
• Strengthens self-regulation
• Improves goal-making skills

Other Ways Building Relationships Leads to Student Success

Beyond academic success, getting to know your students can improve classroom behavior management. Under-resourced students whose teachers work with them as a mentor are more likely to develop socially appropriate behavior.[11] When struggling students are treated as bad or unintelligent by their teachers, they’re unlikely to change. But when teachers make an effort to care about and help them, these students are more than capable of growth.

A teacher’s impact on their students can last long after the end of the school year. After a student has a meaningful connection with their teacher, they’re more likely to form similar relationships in the future.[13] Because these relationships can give students the guidance and support they need to succeed, it is essential to nurture them in school. This is especially helpful for older elementary children, as strong teacher-student relationships can help ease the transition into middle school.[14]

Building positive relationships with students can help teachers, too. 25-40% of new teachers are likely to leave the education field within five years.[15] But positive relationships with students can reduce this number and show teachers how their career changes lives.[16] If you’re looking for a greater sense of fulfillment in your career, try interacting with your students and helping them with their individual struggles.

How to Improve Student Engagement with Meaningful Connection

One of the simplest and most effective student engagement strategies is getting to know your students on a personal level. Once you recognize how teacher-student relationships can revolutionize your classroom, you can prepare your entire school for lasting success.

Keep these five tips on how to build trust and connect with students to create an ideal classroom environment:

• Remember to put your heart into your lesson plans. Try to focus just as much on getting to know and guiding your students as you do on teaching academic concepts [17]
• At the beginning of the year or semester, discuss your and your students’ expectations as a class. You can also hold individual meetings to help struggling students reach their goals [18]
• Studies suggest that storytelling can help build teacher-student relationships. Try telling personal anecdotes during class or making storytime a regular activity to connect with your students [19]
• Learn how to construct positive comments by giving specific compliments (e.g. “good job” vs “your art project is so colorful”) and avoiding back-handed compliments (e.g. “you’re not as bad as you used to be”) [20]
• Make sure you keep healthy boundaries with your students. If a student upsets or frustrates you, don’t take it personally or bring it home with you [21]

U.S. Department of Education. Chronic Absenteeism in the Nation’s Schools . Retrieved from ed.gov: https://www2.ed.gov/datastory/chronicabsenteeism.html.[1]

Sheldon, S.B., and Epstein, J.L. Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism. School Community Journal, 2004, 14(2), pp. 39-56.[2]

Varga, M. The Effect of Teacher-Student Relationships on the Academic Engagement of Students. Retrieved from mdsoar.org: https://mdsoar.org/bitstream/handle/11603/3893/VargaMeagan_paper.pdf?sequence=1&isAllowed=y.[3]

Sheldon, S.B., and Epstein, J.L. Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism . School Community Journal, 2004, 14(2), pp. 39-56.[5]

Gottfried, M.A. Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement . Educational Evaluation and Policy Analysis, December 2009, 31(4).[6]

Reis da Luz, F.S. The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning . Retrieved from bridgew.edu: https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1020&context=theses.[7]

Andersen, J.F., Norton, R.W., and Nussbaum, J.F. Three investigations exploring relationships between perceived teacher communication behaviors and student learning . Communication Education, 1981, 30, pp. 377-92.[8]

Varga, M. The Effect of Teacher-Student Relationships on the Academic Engagement of Students . Retrieved from mdsoar.org: https://mdsoar.org/bitstream/handle/11603/3893/VargaMeagan_paper.pdf?sequence=1&isAllowed=y.[9]

Reis da Luz, F.S. The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning . Retrieved from bridgew.edu: https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1020&context=theses.[10]

Hall, P.S., and Hall, N.D. Building Relationships with Challenging Children . Educational Leadership, 2003, 61(1), pp. 60-63.[11]

Varga, M. The Effect of Teacher-Student Relationships on the Academic Engagement of Students . Retrieved from mdsoar.org: https://mdsoar.org/bitstream/handle/11603/3893/VargaMeagan_paper.pdf?sequence=1&isAllowed=y.[12]

Reis da Luz, F.S. The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning . Retrieved from bridgew.edu: https://vc.bridgew.edu/cgi/viewcontent.cgi?article=1020&context=theses.[14]

Sheldon, S.B., and Epstein, J.L. Building early career teacher resilience: The role of relationships . Australian Journal of Teacher Education, 2013, 38(4), pp. 1-16.[15]

Pattison, P., Hale, J.R., and Gowens, P. Mind and Soul: Connecting with Students . Journal of Legal Studies Education, 2011, 28(1), pp. 39-66.[17]

Varga, M. The Effect of Teacher-Student Relationships on the Academic Engagement of Students . Retrieved from mdsoar.org: https://mdsoar.org/bitstream/handle/11603/3893/VargaMeagan_paper.pdf?sequence=1&isAllowed=y.[18]

Mello, R. Building Bridges: How Storytelling Influences Teacher/Student Relationships . Retrieved from eric.ed.gov: https://files.eric.ed.gov/fulltext/ED457088.pdf.[19]

Lehigh University College of Education. Positive Teacher-Student Relationship Quick Reference Guide . Retrieved from lehigh.edu: https://cpb-us-w2.wpmucdn.com/wordpress.lehigh.edu/dist/5/114/files/2016/11/Teacher-Student-1iceq82.pdf.[20]

Bluestein, J. The Art of Setting Boundaries . Retrieved from educationworld.com: https://www.educationworld.com/a_curr/bluestein-setting-student-boundaries.shtml.[21]

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TED Weekends emphasizes the importance of the student-teacher relationship

Rita Pierson and Sir Ken Robinson both give incredible talks in the PBS special TED Talks Education. Photo: Ryan Lash

Pierson challenges other teachers to understand the power of relationships. And this week’s TED Weekends on the Huffington Post explores the influence of connections in the classroom. We are especially excited about this edition because it contains not only a beautiful essay from Pierson, but also an offering from the most-watched speaker on TED.com, Sir Ken Robinson, who also appear in TED Talks Education . Read excerpts of both amazing essays below.

Rita F. Pierson: This Will Make You Appreciate Your Elementary School Teacher

Teachers don’t make a lot of money. They are usually not deemed worthy of news coverage unless there is a scandal or a strike. Most of the time, their major accomplishments are shared only with colleagues and family members and not the media. The celebration is often cut short by some catastrophe the next day. Yet, in spite of the highs and lows, I cannot think of another profession that brings both joy and challenge on a daily basis.

In the spring of my career, I found myself questioning the choice of my life’s work. The students did not appear to be motivated, the paperwork was overwhelming and the constant change of educational direction was discouraging. But, I just could not seem bring myself to do anything else. “Next year”, I would say. “Next year I will switch jobs, make more money and have far less stress.”

Next year just never came. I am now in year 40. And while I am no longer in the classroom or at the schoolhouse, I remain an educator. It finally dawned on me that there was no other profession that would let me change children’s minds and have an impact on their future, long after the school day and school year were over. For every student that finally “got it,” for every rookie teacher that said, “you inspired me to stay,” I get the raise that never quite made it to my paycheck. Read more »

Sir Ken Robinson: Why We Need to Reform Education Now

What should America do about its disastrous high school dropout rate? That’s the focus of TED Talks Education, the first ever TED/PBS television special, hosted by John Legend, the award-winning musician. The program looks not only at what’s going wrong in high schools, but how to put it right. As it happens, the solution is not a mystery; but putting it into practice will involve a major shift in current policies.

In 1970, the U.S. had the highest rates of high school graduation in the world, now it has one of the lowest. According to the OECD , the overall U.S. graduation rate is now around 75 percent, which puts America 23rd out of 28 countries surveyed. In some communities the graduation rate is less than 50 percent. About 7,000 young people ‘drop out’ of the nation’s high schools every day, close to 1.5 million a year. The social and economic costs are enormous.

Research  indicates that in general, high school graduates are more likely to find employment, to earn at higher levels and to pay more taxes than non-graduates. They’re more likely to go on to college or other learning programs. They’re more likely to engage positively in their communities and less likely to depend on social programs. It’s not true, of course, that pulling out of high school inevitably leads young people into trouble. Many high school ‘drop outs’ have gone on to have extraordinary, successful lives. What is true is that a very high proportion people who are long-term unemployed, homeless, on welfare or in the correctional system do not have high school diplomas. Read more »

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The Importance of Healthy Teacher-Student Relationships

How can we help our students to learn? According to educational research, two of the strongest factors in student learning relate back to the teacher-student relationship. This shouldn’t surprise us, since we know that we are created as relational beings in the image of a relational God.

According to researcher John Hattie, healthy teacher-student relationships have a strong positive effect on student learning [1] . When students believe their teachers know and care for them as individuals, they are more willing to take risks and make mistakes and to see these mistakes not as failures but as opportunities to learn. A student who knows his teacher cares for him is likely to work harder and aim higher. Conversely, a student who believes that her teacher sees her as difficult or "a problem" (whether this perception is true or not) will be less likely to fully engage in the learning process.

Even more impactful to learning than a positive teacher-student relationship is teacher credibility. When students believe that they can learn from their teachers, it positively impacts learning almost twice as much as healthy relationships  [2] . What builds teacher credibility? Foremost is trust . Students need to believe that their teachers know them as individuals and “have their best academic and social interests at heart. [3] ” In addition to trust, students need to believe their teachers are competent in both knowledge of content and practice of pedagogy, that they are passionate about their teaching and why it is important, and that they will be reliably accessible and relatable. What does all this mean for teachers? Here are some ideas that ring true for both physical and virtual classrooms. Call students by name. Just as the Lord spoke to Israel in Isaiah 43:1, we should call our student by name and let them know they are ours, that we know them and care for their needs. This can be done when addressing students, but it can also be incorporated in more subtle ways such as by adding student names & interests into your teaching examples. Notice individual students and respond to their needs. It can be easy to only respond to those students who seek attention (raising their hands, adding comments to chat bar, etc). However, all our students need to know they are valued. We should be intentional about including every student in class and finding avenues to give every student a voice. (I found it helpful to keep a tally in my grade book or planner of every learning interaction. This highlighted the inequities in my classroom and helped me engage everyone.)

Provide opportunities for students to fail. This may seem counter-intuitive, but allowing students to fail and then giving them tools to change that failure into a learning opportunity  increases student confidence in the learning process. Students need to understand that an incorrect answer or undesirable behavior is not going to impact their teacher’s care for them. They also need tools that will help them learn from their mistakes. This could take the form of meaningful feedback , opportunities to make corrections, or even the chance to try again. The key here is that students know that the teacher believes in them and will support them. Make yourself available. In a physical classroom this could be as simple as moving around the classroom which signals to students that you are there if they need you. In an online environment, communicating clearly and frequently when and how students can contact you for help is essential. The way you respond—your physical demeanor, tone of voice, etc.—should communicate to your students that their concerns are important to you and you have the time and desire to engage them. In a season where so much of life—not to mention school—has been disrupted and feels very uncertain, taking time to intentionally build positive relationships with your students is an essential ingredient in both student learning and in the ministry of transformational education. It is also one of the most rewarding investments you will make this year!

Becky Hunsberger, M.Ed. Global Coordinator of Teacher Education Services TeachBeyond Global

[1] Fisher, Douglas, Nancy Frey, and John Hattie. The Distance Learning Playbook: Teaching for Engagement and Impact in any Setting . Thousand Oaks, CA: Corwin Press, 2020. pg. 48. The positive effect size is 0.48. [2] Ibid. pg. 66. The positive effect size of this is 1.09. [3] Ibid. pg. 66. teach by.

Photo Credits : Students with teacher. via Shutterstock. On the chalkboard. via Shutterstock. Learning to Write . via Shutterstock. 

Essay on Relationship Between Teacher and Student

Students are often asked to write an essay on Relationship Between Teacher and Student in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Relationship Between Teacher and Student

Introduction.

The relationship between a teacher and a student is a unique bond. It’s a blend of respect, trust, and mutual learning.

The teacher-student relationship is crucial for a student’s growth. Teachers guide students, shaping their minds and futures.

Teachers provide knowledge and foster curiosity. Students, in turn, bring enthusiasm and fresh perspectives.

A strong teacher-student relationship can inspire a lifelong love of learning. It’s a partnership that benefits both parties.

250 Words Essay on Relationship Between Teacher and Student

The dynamic of teacher-student relationship.

The teacher-student relationship is a fundamental component of effective education. It is a complex dynamic that transcends the simple transfer of knowledge and extends to shaping the holistic development of the student.

The Role of the Teacher

The teacher, in this relationship, is not just an information provider, but a mentor and a guide. They are responsible for creating an environment conducive to learning, where students can freely express their ideas and concerns. They are also tasked with instilling in their students a love for learning, critical thinking skills, and values such as respect and responsibility.

The Role of the Student

On the other hand, the student is an active participant in this relationship. They are not just passive receivers of information, but are expected to engage with the material, ask questions, and contribute their unique perspectives. The student’s role also includes showing respect towards their teacher and taking responsibility for their own learning.

The Impact of this Relationship

The relationship between a teacher and a student can significantly impact the student’s academic success and personal development. A positive relationship can boost the student’s self-esteem, motivation, and engagement in the learning process. Conversely, a negative relationship can hinder a student’s academic progress and affect their attitude towards learning.

In conclusion, the teacher-student relationship is a complex, multifaceted dynamic that plays a crucial role in the educational process. It is a reciprocal relationship that requires effort and understanding from both parties to be fruitful.

500 Words Essay on Relationship Between Teacher and Student

The essence of the teacher-student relationship.

The teacher-student relationship is a fundamental aspect of education, shaping not only the academic outcomes of students but also their social and emotional development. This relationship is a dynamic and reciprocal process, where both parties influence and are influenced by each other. It is based on mutual respect, trust, understanding, and shared objectives.

Role of a Teacher in Shaping the Relationship

A teacher’s role extends beyond the mere delivery of knowledge. They are responsible for creating a conducive learning environment that fosters trust, respect, and open communication. This can be achieved by being approachable, understanding, and respectful of students’ individual needs and backgrounds. A teacher who is empathetic and patient can inspire students to explore their potential and overcome challenges.

Student’s Responsibility in the Relationship

On the other hand, students have a responsibility to respect their teachers and engage actively in the learning process. They need to be open to feedback, show commitment to their studies, and participate actively in class. This active engagement not only enhances their learning experience but also strengthens their relationship with the teacher.

Impact on Learning Outcomes

The quality of the teacher-student relationship significantly impacts learning outcomes. A positive relationship can motivate students to learn, improve their academic performance, and develop critical thinking skills. It can also reduce classroom issues such as disruptive behavior, fostering a more effective learning environment.

Emotional and Social Development

Beyond academics, the teacher-student relationship plays a crucial role in students’ emotional and social development. Teachers can model positive social behavior and provide emotional support, helping students develop resilience, emotional intelligence, and social skills. A strong relationship with a teacher can also boost a student’s self-esteem and confidence.

The Power of Positive Relationships

Positive teacher-student relationships are powerful tools that can transform the educational experience. They can instill a lifelong love of learning, empower students to overcome challenges, and equip them with the skills necessary for success in the 21st century. Therefore, fostering these relationships should be a priority for all educators.

In conclusion, the teacher-student relationship is a cornerstone of effective education. It requires mutual respect, understanding, and shared commitment from both parties. It influences not only academic outcomes but also students’ emotional and social development. As such, cultivating positive teacher-student relationships is essential for a holistic educational experience.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on If I Were a Teacher
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Teacher And Student Relationship (Essay Sample)

Teacher and student relationship.

Teachers hold the highest regard for students; ideally, students are encouraged to respect their teachers and emulate them. Teachers play important roles in molding student’s personality and the type of relationship teacher develop with students will determine the student’s academic and personal growth in the future. Developing a positive teacher-student relationship means creating an encouraging learning environment where students are free to interact with both teachers and their peers.  Effective communication alone does not offer effective building blocks to a strong teacher-student relationship; the learning environment plays a key role nurturing student’s abilities.

One of the most challenging aspects of nurturing a good teacher-student relationship is the different personality traits of students. Some students are hardworking but are introverts, while other students are naturally aggressive, hence distracting others affecting the learning environment. Students have varied abilities; other students might not fit in a highly competitive learning environment. Teachers need to address such challenges by not only being extremely patient. Teachers need to be lenient at the same time be strict, any excess of any of the two might hinder students from learning effectively.

The effective teacher-student relationship evolves and needs time, teacher act as mothers for students during their early years in school.  They guide them and encourage them to be positive about life. As students progress to secondary level, teachers focus more on academic achievement forgetting about the life values.  Concentrating on academic achievements alone and not instilling moral values might affect student personality. There is the need for teachers to make adjusted in their teaching approaches to accommodate student varied need. Students come from mixed cultural and social backgrounds; therefore, teachers need incorporate the different values to make students feel part of the learning process.

Giving individualized student attention means allocating appropriate time to address different needs of students. Having a better understanding of students means understanding their values, their weak areas, and challenges and addressing them individually. Being able to develop a level of understanding with every student, they will feel valued, and this would boost their self-esteem. All these positive behavior will be reflected in their grades and their general behavior.

Teachers need to make students feel accepted by being warm and nurturing, and teachers need to be aware of student’s thoughts and feelings and make them feel important.  All these require being present within them throughout the day. The size of the class and the number of students in a class is vital in enhancing good student’s teacher relationship. A larger class would mean spending more time with many students that can be difficult .Teachers need to provide individualized attention to each student; therefore, a small class would be a better environment for both teachers and students.

Building a positive relationship with students makes students positive about school in general. Students become free to make mistakes and seek help whenever necessary. It is not surprising that research studies reveal that constructive teacher student relationship has positively affected student academic performance. The natures of relationship teachers have with their students have largely affected student’s socioeconomic status and their professional development.  Teacher’s relationship with students matters more. Any teacher who wants to make a real and lasting difference among his students need to put more effort in building high-performance students through effective interaction and creating a conducive learning environment for all his students.

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THE IMPORTANCE OF STUDENT-TEACHER RELATIONSHIP IN SCHOOLS

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Despite recent growth in research highlighting the potential of teacher–child relationships to promote children’s development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher–child relationship quality and children’s academic achievement and behavior problems from kindergarten (ages 4–6 years) through 5th grade (ages 9–11 years). Results suggest that increases in teacher–child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher–child relationship quality is unchanging.

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The study focused on the school learning environment as perceived by the engineering students and its relationship with Mathematics performance. It utilized the descriptive-correlational design of research. Documentary analysis was done for the Mathematics performance. A standardized instrument was used to measure the level of agreement of students on the factors of the school learning environment. The data gathered were analyzed with the use of Percentage, Mean and Pearson Product Correlation. There was strong agreement on the factors of the school learning environment relative to student support, affiliation, professional interest, mission consensus, empowerment, innovation, and work pressure. However, the agreement was only noted in terms of resource adequacy. Majority of the student performed satisfactorily and very satisfactorily in Mathematics. However, it was also noted there were some who got poor performance. There was a significant relationship between school learning environment and Mathematics performance. The present study has shown how a school learning environment model can be applied to study the effect of learning environment on the performance of students.

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Home — Essay Samples — Education — Pedagogy — Teacher-Student Relationships

Essays on Teacher-student Relationships

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Behavioral Problem Between Students and Teachers

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Teachers’ Misconduct: How Teachers Become Learners’ Nightmare

The naeyc code of ethical conduct, the importance of teacher leadership skills in school improvement, the measures to deal with misbehaving and disruptive students, the novel "little fires everywhere", causes and solutions to classroom misbehavior, the importance of student affairs and partnerships, the significance of educational philosophy for teachers, overview of conversation strategies in teaching, my views on the standards of a social studies teacher, the way teachers can help their students to overcome anxiety and depression, the power of the construction of knowledge, a case study on the reading and writing struggles of a 7 year old, parents and teachers: a collaborative partnership in education, essential skills and attributes for becoming an outstanding teacher, what makes a great teacher, the importance of teacher in shaping the minds of future generations, how to address a wide range of skills in your classroom, the power of teacher inspiration: how educators shape the future, children’s social and emotional well-being, relevant topics.

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Home / Essay Samples / Sociology / Interpersonal Relationship / Teacher-Student Relationships

Teacher-student Relationships Essay Examples

The importance of establishing a positive relationship between teacher and student.

In these days, students and teachers’ relationship plays an important role in school and in the community. Teacher is the giver of information and students is the one who receive the gift of knowledge. Student love their teacher very much just like how they love...

Classroom Rules: Examining Their True Importance

Are classroom rules really important essay will explore the connection of the creation of rules and procedures to creating a positive classroom environment. It will discuss the manner in which certain rules and procedures can either promote or hinder a positive classroom environment, and examine...

Finding the Perfect Balance: Crafting My Conducive Learning Environment

It is a significant aspect of a teacher's duty to ensure a safe and supportive learning setting via various means to establish a conducive learning environment.When learners start the course, it is essential to set ground rules. Within this, it's necessary that the learners create...

The Role of Quality Education in Linking the Teacher and the Community

To analyze the link between the teacher and the community, this essay attempts to reveal the importance and role of teachers in the community and what role plays the quality of education on the community development. To start with the importance of teachers and the...

An Ideal Learning Community: Plc and Teacher Empowerment

Usually teachers are habituated to perform his or her duties individually within the work place. But in the last decade of twenty century this old approach turn into modern approach that is more effective for the teacher professional development through creating collaboration, sharing ideas and...

Learners and Learning: How to Become an Effective Teacher

Positive teacher-student relationships assist in a range of aspects in students' lives such as learning empathy, developing negotiation and harmonization skills. It further assists with instilling a higher level of self-confidence, self-esteem, critical thinking to develop trust and shows the role of effective teacher. This...

Why I Like My Teacher: a Reflection on Inspirational Education

Throughout my academic journey, I have been fortunate to encounter many teachers who have left a positive impact on my life. However, there is one particular teacher whom I admire and appreciate for various reasons. This essay aims to delve into the reasons why I...

What Sets Apart Great Teachers: Essential Qualities

The ability to be a good teacher comes from the identity and integrity of a person rather than a technique that they learn. In what makes a good teacher essay will be discussed the concept of being a good teacher. The concept of a good...

Unveiling Special Education: Understanding Its Essence

Studies conducted on the most appropriate way to care for early childhood children with special educational disabilities favor the inclusion of children with most categories of disability in the standard educational setting. In what is special education essay this topic will be considered. This approach...

The Factors of the Effective Teacher and Student Relationships

As a Christian educator, it is vital to determine what it means to teach Christianly before walking into the classroom. If we believe Jesus is Lord of all, then we know that he cannot be a part-time God. Likewise, we cannot be part-time Christians, just...

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