Essay on Positive Teacher-Student Relationships: Conceptualization and Methods

Introduction

Conceptualization of positive teacher-student relationships, class-wide and student behavioral observations, as well as methods, used to present a series of main points and argument in the article, cultivating positive teacher-student relationships. The concept of positive teacher-student relationship initially mentioned in the article brings about the basis and roles teachers hold in creating students life experiencing while in school. The relationship that exists between a student and a teacher creates immense effects both on the conscious and subconscious mind of the child - this further influence student behavior and his or her relationship ((Gorges, Neumann, Wild, Stranghoner, & Lutje-Klose 2018). It is indeed true that there is an association between teacher-student relationships with student performance in class; it is so because a child in most cases spends more time with teachers. The article review analyses positive student-teacher relationship by focusing on the main points and arguments in the article, conceptualization of positive teacher-student relationships.

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Teacher-Student Relationship in Upper Elementary

Teacher-student relationships vary with time throughout academic life; this is so because in various stages of developmental, students' experiences changes where they tend to trust their mind more (Cook et al. 2018). For this reason, it is essential to consider some aspects, including taking into account how teacher-student relationship might change over time. As per the article, the teacher-student relationship becomes less intimate - it is because children in this stage of upper elementary have grown and are in a position to regulate most of their thoughts (Cook et al. 2018). They are independent; hence, the concept of independence that alters teacher-student relationship is true. The relationship between the two might change with time, and this is evident with the amount of conflict reported when children are in early elementary stage.

Conceptualizations of Positive Teacher-Student Relationships

Interaction between teacher and student forms the basis of a positive teacher-student relationship in the region. It is true as per the article that a positive teacher-student relationship holds a role in developing a student's emotional connection. The emotional connection comes with the immense influence that results from a teacher-student relationship in the region. On the other hand, a negative relationship between the student and the teacher will influence negative results or outcome. It is true that with the positive correlation between the two parties, there will be a positive influence on students, including improved classroom behaviors and academic competence as well as good relations at large.

Outcomes of Positive Teacher-Student Relationships

Children at risk experience positive result from this relationship, positive teacher-student relationship in the region. There are positive effects which are truly significant in the case of students who are at risk. With a positive relationship between teachers and students, we have immense positive outcomes, which include protective benefits, emotional, and behaviors. This is true because positive effects start right from the conscious state of the children; conscious and subconscious mind thus easy to produce a positive result. It is indeed true that positive relationship from teachers and students hold a positive influence on the student's academic performance (Gorges, Neumann, Wild, Stranghoner, & Lutje-Klose 2018). The academic performance is associated with the teacher-student relationship because there is a concept regarding the sense of perception within students.

Conclusion

To sum up, the conceptualization of positive teacher-student relationship comes with a positive outcome, which includes improved academic performance of students. Teacher-student relationships usually change depending on children developmental stage. During the early developmental stage, students' conflicts with teachers are minimal, and this is not the case in the upper elementary stage; it is a clear suggestion of a change in the relationship between the teacher and student.

References

Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., & Frank, S. (2018). Cultivating Positive Teacher-Student Relationships: Preliminary Evaluation of the Establish-Maintain-Restore (EMR) Method. School Psychology Review, 47(3), 226-243. https://experts.umn.edu/en/publications/cultivating-positive-teacherstudent-relationships-preliminary-eva

Gorges, J., Neumann, P., Wild, E., Stranghoner, D., & Lutje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and individual differences, 61, 11-20. https://www.researchgate.net/publication/320865794_Reciprocal_Effects_between_Self-Concept_of_Ability_and_Performance_A_Longitudinal_Study_of_Children_with_Learning_Disabilities_in_Inclusive_versus_Exclusive_Elementary_Education