relationship between student and teacher

The Impact of the Student-Teacher Relationship

The working relationship between the student and the teacher has a significant impact on how the standards are applied, how accommodations are made, and how the curriculum is presented. Most of the time, instructors create successful interventions, tactics, and methods for teaching pupils the material. However, depending on the teaching methods used, the students are the ones who receive the curriculum’s content. Additionally, the interaction with a student with impairments is crucial in integrated education systems. The rules and regulations put a lot of pressure on lecturers to have a plan in place for accommodating students with disabilities in the classroom. The main purpose of this reflection paper would be to jot down the student-teacher reflection with a special interest in their relationship as well as its impact on the delivery of the syllabus content.

Teacher Concerns Checklist

The Teachers Concerns Checklist contains variable factors that affect the teacher-student relationship. The checklist highlights the most important and least important factors that educators should be concerned about when teaching (Shank & Brown, 2013). From the Teacher Concerns Checklists, I noted the regulations and standards, student’s value to education, learner meeting their potential, diagnosis of student’s problem, student’s emotional and social well-being are a most important variable that the teacher should be concern about. On the other hand, the lecturers should be moderately concern about working with too many students, the inflexibility of the curriculum and increased number of administrative interruptions (Shank & Brown, 2013). The educator should have little or no concerns about the following item on the Teacher Concern Checklist: the opinion of his or her peer about doing an inadequate job, appearing competent to parents and rigid instructional routines.

Any Patterns in the Teacher Concern Checklist

There is a pattern on items that the teachers should be concerned about. The pattern is highlighted as the lecturer should be concerned about things affecting him and the students. The educator should be moderately concerned about things that are administrative can handle. Finally, the teacher should have little or no concern about the opinion of his peers and rigid instructional routine (Matthews, 2005). In this case, the pattern shows that the lecturer should be concerned about the relationship between the teacher and students as well as regulation and laws governing that relationship. Therefore, the strategies, intervention, and techniques used by the educator should ensure that there is maximize benefit to the students. The items that the teacher should be moderately concern about are items that the school administration can deal with. The lecturers should be moderately concerned about them as they can interrupt lessons, but the school administration can handle to ensure students are studying (Matthews, 2005). Finally, the teacher should not be concerned about the opinion of his peers as they can be biased.

Recommendation on Categories for Consideration

The Teacher Concern checklist should be improved with some categories of teaching ability and student learning. However, the level of competence as perceived by others such as another teacher should not be added. The teaching ability and student learning go hand in hand and therefore if they are added, the teacher would assess his or her teaching ability about student teaching (Matthews, 2005). Therefore, the teaching ability and student learning would make Teacher Concern Checklist better and improve the competence of the lecturer when imparting knowledge to students. Another category that should be added is the relationship between the teacher and students (Shank & Brown, 2013). There is no denying that a cordially and respectfully between a student and a teacher improved leading.

References

Borich, G. D. (2016). Observation Skills for Effective Teaching: Research-Based Practice. Routledge.

Matthews, B. (2005). Engaging Education: Developing Emotional Literacy, Equity And Coeducation: Developing emotional literacy, equity, and co-education. McGraw-Hill Education (UK).

Shank, G., & Brown, L. (2013). Exploring Educational Research Literacy. Routledge.