The Significance Of Building Teacherstudent Relationship

fundamental to the healthy development of all students in schools. (Myers & Pianta, 2008) of relationship between students and the teacher can affect Type students: Behavior Academic performance Sense of belonging (in school)
Student

Teacher

Factors influencing Teacher-student Relationship

Race Socio-economic status Gender Temperament Type of relationship the child had with his/her primary caregiver

Strategies Teachers Can Use To Build A Good Teacher Student Relationship

1 Build teacher student interaction in the classroom on the principles that guide teachers in everything they do. Without these principles such as fairness, integrity, honesty and respect it isn't possible to build with students strong healthy relationships that last. 2 Put respect and self -esteem at the heart of classroom interaction. Remember that many students will need to learn how to both give and receive respect. 3 Offer students interesting activities that enable them to engage with the learning, have some fun, and develop a sense of belonging to a cohesive group. Success is more likely if students have some element of control and choice over both what they do and how they do it

4 Understand the students and find out what they need: this means getting to know students as individuals as well as a group. For example, an important part of the teacher student relationship is getting to know each student in terms of their cultural background, intellectual profile, learning stengths and academic potential, as well as their interests outside of school and what they do for fun. 5 Make sure communication with students is good. This applies both to non-verbal communication as well as to verbal communication. It's easy to assume that what is very clear to you as a teacher is also clear to students, but in practice this may often not be the case.

Pastoral Care
What is Pastoral Care?
Pastoral care is the ministry of care and counselling provided by pastors, chaplains and other religious leaders to members of their church or congregation, or to persons of all faiths and none within institutional settings. This can range anywhere from home visitation to formal counselling provided by pastors who are licensed to offer counselling services. This is also frequently referred to as spiritual care. In other words, Pastoral care is the schools expression of concern for individuals. There are three components necessary for a sense of community. 1) A system of shared and understood values. 2) Shared activities, which signify membership of the school. 3) A distinctive pattern of caring social relationships.

SOME BASIC UNDERLYING PRINCIPLES OF PASTORAL CARE a. is central to the whole endeavour of education b. concerns the total welfare of all community members c. is an effective vehicle by which the school can hand on its culture and traditions d. assists in providing a sensitive, warm, thorough and realistic learning environment e. involves offering guidance, advice and a framework for growth f. enhances the formation of positive relationships between parents, staff and students

Classroom Dynamics
Classroom dynamics involves the interaction between students and teachers in a classroom community. The purpose of studying classroom dynamics is to learn how to set up a positive classroom atmosphere where students feel comfortable learning and communicating with other students and with the teacher. Good classroom dynamics consist in the engagement of everybody in the classroom. This is not a completely natural situation, so it must be set up according to a plan

FACTORS INFLUENCING CLASSROOM DYNAMICS

 Discipline Every classroom needs a behavioral code to maintain order. Students will never feel comfortable to express themselves in a classroom without rules. Teachers should inform students from the beginning of the class what their behavioral expectations are for them. It helps if they also have a discussion to get feedback from the students about the rules and to clarify any confusion. When a student breaks a rule, it is important that the teachers follow through with the predetermined consequences. Motivation Some students are not naturally motivated to learn within the constraints of a classroom. Every classroom must out of necessity have slightly different dynamics because they all consist of different students. Each student has his own interests and talents, so each classroom should be flexible enough to accommodate the individuality of its students. Students are more motivated when they feel that the classroom dynamics focus on their goals and interests.

 Gender Some classes isolate, embarrass or exclude a particular gender from the classroom by the activities or by the discussions. For instance, a medical student named Julie Switzer was listening to a lecture on muscle contractions of the uterus and then addressed a classroom saying, "You may never feel this, but your wife will." The teacher was isolating half of her class who were women by addressing the men in the class. The male gender is similarly isolated or excluded in classrooms. Proper classroom dynamics will include both genders and be mindful of their different needs. Participation Good classroom dynamics will include all students in its activities and discussions. Teachers must show an interest in every individual student and encourage her to participate in the classroom. Classroom participation is not, however, only about the students. The teacher has to be willing to participate fully in class discussions and activities to create lively and dynamic classroom dynamics. A teacher that merely goes on teaching the material without noticing whether the students are understanding it has a major problem with classroom dynamics.