2016 Leading Seagulls Establishing Positive T-S Relationships

TEACHERLAND

Our motto: Be positive, stay

related!

Our Group Members:

MERVE KONYAR

KÜBRA YAZKAN

SONAY DOYĞUN

BEYZA DEMİRCAN

MUNİSE GÜLTEKİN

DİDEM BAYRAK

Our Topic: Establishing

Positive Teacher-

Student Relationship.

Establishing Positive Teacher - Student Relationships

CONTENTS• Who are we?

• Gantt Chart

• Overview of the Topic

– Research on the Teacher-student Relationship

– Establishing Positive Teacher-Student Relationship

• Matrix Diagram

• Pia Chart

• The Problem

• Fishbone Diagram

• Literature Review

• Survey

• Methods and Suggestions

• References

• Thanks


Who are we?


Didem

Bayrak Merve

Konyar Sonay

DoyğunBeyza

Demircan

Munise

Güntekin

Kübra

Yazkan

Gantt ChartSTEPS 11

October

14

October

18

October

19

October

20

October

21

October

Determination of the problem

PLAN Approval of the problem by Dr. Hayal

Köksal

Literature Review targets

DO Determination of the main causes

Collecting and preparing datas

Survey

CHECK Checking Data

Suggestions

ACT Last preparations for the Presentation

Presentation

expected observed


RESEARCH ON TEACHER-

STUDENT RELATIONSHIPThere have been a lot of research

about the teacher-student relationship and

they have examined the reasons behind the

positive/negative relationships, and the

methods and suggestions to maximize the

positive relationships between t-s.

Jones & Jones (2007)


• Teachers-student

relationship is a

determining factor on

the students’

academic behavior.

• Students love and

prefer teachers who

are warm and

friendly.


http://cucparamus.weebly.com/cuc-

teachers.html


• They work harder

when the teachers

are caring and

believed in their

potential. Students

will not care about

school until they feel

cared for the adults in

the school.


http://roerby-

skole.skoleporten.dk/sp/file/9d10c08e-

28c0-4d3e-8bdc-

5ae6ac357ae1/skolebestyrelse%20kalundb

org.pdf


What makes a teacher

«Special»?• Interesting

• Engaging

• Challenging

Jones & Jones (2007) http://www.doovi.com/video/her-cocuk-

ozeldir-yerdeki-yldzlar-taare-zamaen-

dans/oqxVLPGChyE


What makes a teacher

«Good teacher»?


«Good Teacher»

• Make sure that the

students did their work

• Creating controlled

environment

• Explained the

assignments and

contents clearly

• Varied the classroom

routine Jones & Jones (2007)


Which teachers are«the

most preferred teachers»?• Establishing caring relationships with ss

• Setting limits and creating a safe environment

• Making learning fun

• Humorous

• Having calm responses when responding to

classroom disruptions



%31 behavior problems can be reduced with positive relationships.

%84 discipline problems could be prevented by improved t-s relationships.Jones & Jones (2007)

http://2ndgraderockstars.com/general/back-2-school-behavior-mangagement/


ESTABLISHING EFFECTIVE

RELATIONSHIP WITH

STUDENTS


WHAT IS EFFECTIVE

RELATIONSHIP/ EFFECTIVE

TEACHING?

• Warmth and concern can exist side by

side with firmness.


Jones & Jones(2007)

HOW CAN WE ESTABLISH AN

EFFECTIVE RELATIONSHIP

WITH OUR STUDENTS?

The relationship between a teacher and a student is good when it has (1) Openness

or Transparency, so each is able to risk directness and honesty with the other; (2)

Caring, when each knows that he is valued by the other; (3) Interdependence (as

opposed to dependency) of on the other; (4) Separateness, to allow each to grow

and to develop his uniqueness, creativity, and individuality; (5)MutualNeedsMeeting,

so that neither’s needs are met at the expense of other’s needs.

“Teacher Effectiveness Training , Thomas Gordon (1974)”


3 general types of teacher-student relationships in terms of openness

• Almost complete openness

• we share a wide range of personal concerns and values with students.

• Openness related to our reactions to and feelings about the school environment

• (with limited sharing of aspects reflecting our out of school life.)

• An almost focus on a role-bound relationship

• we share no personal feelings or reactions, but merely perform our instructional

duties


Jones & Jones(2007)

(Taken at

İstanbul College)

MATRIX DIAGRAMTeacher Based

Factors

Students

Based Factors

School Based

Factors

Course Based

Factors

Merve Konyar 7 3 4 5

Sonay Doyğun 7 6 3 2

Munise

Güntekin

7 5 4 3

Didem Bayrak 7 4 3 5

Beyza

Demircan

7 6 4 2

Kübra Yazkan 7 4 5 3

Total 42 28 23 20

Percentage 38.5 25.6 21.1 18.3


Teacher Based Factors

37%

Student Based Factors

25%

School Based Factors

20%

Course Based Factors

18%

PIE CHART


The Problem• After the discussion among us,

we have decided that teacher-

based factors are the most

prominent ones which affect the

teacher-student relationships.

The negative relationships

between teachers and students

generally stem from the

teachers and the way they act

throughout classes.


Fishbone Diagram


LITERATURE REVIEW

• With the NCLB in 2002, to improve student achievement it is focused on

test scores but learning is not a just cognitive process but also a social

psychological one . So the factors having impacts on learning has been

examined and two arguments have been raised. One is that if students

like the school, they develop certain social advantages. The other is that if

they like school, they will enhance their academic success. Teacher trait is

the essential variable which directs students’ likes or dislikes for the

school. Research has shown that students get better notes and they make

greater effort for the class when they form positive relationships with

their teachers. (Larson 2012)


• Teacher student relationships have

long term effects in students’ lives.

From kindergarten, when students

form positive relationships with their

teachers, its effects can be seen

throughout next terms and maybe in

all school lives of the students. These

relationships are also affected by

teaching methods, for example when

teachers use rote-learning and

directive experiences, the possibility

of teacher –student conflict is higher.

( Larson 2012)


https://parthibangowthaman.wordpress.c

om/2012/01/01/is-pulli-raja-a-rote-learner/

• These relationships are also very prominent as for students with learning problems or

difficulties. Forming positive relationships make easier for these students to adapt.

• Not being able to form positive relationships can cause also disengagement. According to

research, students wanted teachers to form learning environments basing on trust and making

the classes interesting instead of focusing some extrinsic rewards such as grades.(Larson, 2012)


http://www.disabilityempowermentnews.com/support/10-tips-for-parents-with-children-

with-learning-disabilities

• Brekelmans & Wubbels (2005) have made a research in Netherlands to

investigate teacher-student relationship. In this research, teachers are

analyzed from ‘an interpersonal perspective’. Some interpersonal profiles

are defined as a result of the research. These profiles are described as

‘Directive, Authoritative, Tolerant/Authoritative, Tolerant,

Uncertain/Tolerant, Uncertain/Aggressive, Drudging and Repressive. The

Authoritative, the Tolerant/Authoritative and the Tolerant types are the

most cooperative ones while Repressive and Uncertain/Aggressive are

seen as y-the least cooperative ones. The more cooperative teachers are,

the higher students achievements are.


• Baker (2006), has stated that close student-

teacher relationship is associated with school

adjustment. The studies related to t-ss

relationships have root in ‘attachment theory’

which is that children utilize their

relationships with others to make inferences

about themselves and the social life around

them. Therefore, these relationships affect

students’ social behavior and readiness to

learn and they provide fully engagement of

students in learning activities and developing

social, behavioral and self-regularity skills.


http://www.mainstchiropractic.ca/back-to-

school-adjustment-time/

METHODS FOR COMMUNICATING

CARING AND

SUPPORT


1. Getting to Know Students• Family Structure

• Life cycle

• Roles and Interpersonal

Relationships

• Discipline

• Time and space

• Religion

• Food

• Health and Hygiene

• History, Traditions and

Holidays

Jones & Jones

(2007)


• Arrange interviews

• Use a suggestion box

• Join in playground games

• Arrange individual conferences with students

• Demonstrate interest in students’ activities

• Eat lunch with students

• Send letters and notes to students

• Join in school and community events

• Be aware of issues related to sexual harassment Jones & Jones (2007)


2. Maintaining a High Rate of Positive to Negative Statements• Praise and criticism

• No praise - 17 % increase in off-task behavior (disengaging from the learning environment and task to engage in an unrelated behavior)

• Criticism over off-task behavior and no praise on on-task behavior - 30-50 % off-task behavior

• “positive relationship bank account”


3. Communicating High Expectations to All Students

• Teachers’ expectations and responses are influenced by:

Performance and behavior of students

Gender

Ethnicity

• Logical and thoughtful response to individual student needs


Guidelines for avoiding the negative effects ofteacher expectations.(Allyn, Bacon and Boston, 1998):

• Use information from tests, cumulative folders, and other teachers carefully

• Be flexible in your use of grouping strategies

• Make sure all the students are challenged

• Be careful about your response to low-achieving students

• Use materials that show a wide range of ethnic groups

• Be fair in evaluation and disciplinary procedures

• Communicate to all students

• Involve all students in learning tasks

• Monitor your nonverbal behavior


4. Giving Specific, Descriptive Feedback

• Effective feedback about academic performance

How much?

To whom?

What type?

• Three must-qualities of feedback (O’Leary and O’Leary, 1977)

Contingency

Specificity

CredibilityJones & Jones (2007)


• Effective Praise

Delivered contingently

Informs students about their competence

Rewards attainment of specified performance criteria

Focuses students’ attention on their task-relevant behavior

• Ineffective Praise

Delivered randomly

Does not provide information about students’ status

Rewards mere participation without consideration of performance processes

Focuses students’ attention on the teacher as an authority


5. Listening to Students

• Empathic, Non-evaluative Listening

The speaker has been clearly heard

The feelings expressed are acceptable

• Two basic approaches to non-evaluative listening:

1) Acknowledging student’s statement by looking at him or her and responding orally - attentive and involved listener

2) Paraphrasing, active listening or reflecting

• Guidelines for paraphrasing (Johnson and Johnson, 1975)

Restating speaker’s statement in your own words

Avoiding approval or disapproval

Non-verbal messages along with verbal paraphrasing

Not adding or subtracting from sender’s message


6. Sharing Responsibility

with Students• To create a positive classroom and school

climate

• To make decisions about instructional activities

• Enhances students’ self-esteem, sense of

efficacy, motivation and achievement



7. Using Culturally Sensitive

Communication

• Attention to four factors

that vary across cultures:

students’ feelings about

eye-contact

personal space

wait time before

responding

gender roles Jones & Jones (2007)


8. Responding Effectively to

Inappropriate Behavior• Six methods for disruptive behavior:

1) Deal in the present

2) Talk directly to students rather than about them

3) Remain calm

4) Speak courteously

5) Make eye contact and be aware of non-verbal

messages

6) Take responsibility for statements by using the personal

pronoun Jones & Jones (2007)


• Six methods for disruptive behavior:

1) Deal in the present

2) Talk directly to students rather than about them

3) Remain calm

4) Speak courteously

5) Make eye contact and be aware of non-verbal

messages

6) Take responsibility for statements by using the personal

pronoun Jones & Jones (2007)


SURVEY


What was your favourite teacher's discipline

in the primary school?

What is your

favorite teacher's

discipline in the

primary school?


What was your favourite course in the

primary school?


What was your favourite teacher's

discipline in the high school?


What was your favourite course

in the high school?


Do you think that positive relationships with your

teachers is the determining factor in your choice of

profession?


What makes a teacher special for you?


Which is the most important characteristic of a

teacher when forming positive relationship with

students'?


How often do you feel demotivated

academically when you are aware that your

teacher is dissatisfied with your schoolwork?


References

• IMC Circles Education by Hayal Köksal

• Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment

during elementary school. Journal of School Psychology 44. (211-219)

• Brekelmans ,M. Wubbels, T.(2005). Two decades of research on teacher-student relationships in

class. International Journal of Educational Research.43.6-24.

• Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating

communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon.

• Larson, R.(2012). Teacher-Student Relationships and Student Achievement. University of

Nebraska

Establishing Positive Teacher -

Student Relationships

WEB SOURCES

• http://cucparamus.weebly.com/cuc-teachers.html

• https://www.google.com/search?sa=G&hl=tr&tbm=isch&tbs=simg:CAQSjAEaiQELEKjU2AQaAggDDAsQsIynCBpiCmAIAxIo

mA32F5UNnQ3JDPIdjhiXDeEeng3bP8Y-rzrcP8g-qDCtOt4_1vju-ORowq20oBwOjHeWS-0o4UTPQOl52-

X2QXYOqKsoCj5QZeIRBRuXovc_1CUKpxiOcVUV7mIAIMCxCOrv4IGgoKCAgBEgQhrnmdDA&ved=0CBoQwg4oAGoVCh

MIgpj7ir7RyAIVRtssCh0WkAy6&biw=1366&bih=643#imgrc=jTUPx_uPLLtUxM%3A

• http://roerby-skole.skoleporten.dk/sp/file/9d10c08e-28c0-4d3e-8bdc-5ae6ac357ae1/skolebestyrelse%20kalundborg.pdf

• http://www.doovi.com/video/her-cocuk-ozeldir-yerdeki-yldzlar-taare-zamaen-dans/oqxVLPGChyE

• http://imgarcade.com/1/famous-teachers-in-movies-and-tv/

• http://2ndgraderockstars.com/general/back-2-school-behavior-mangagement/

• https://www.youtube.com/watch?v=YR5ApYxkU-U

• http://www.disabilityempowermentnews.com/support/10-tips-for-parents-with-children-with-learning-disabilities

• https://parthibangowthaman.wordpress.com/2012/01/01/is-pulli-raja-a-rote-learner/

• http://www.mainstchiropractic.ca/back-to-school-adjustment-time/

• http://www.hayalkoksal.com/#a-new-ngo-association-for-innovative-collaboration-y-ime-der


http://cucparamus.weebly.com/cuc-teachers.html

http://roerby-skole.skoleporten.dk/sp/file/9d10c08e-28c0-4d3e-8bdc-5ae6ac357ae1/skolebestyrelse kalundborg.pdf

http://www.doovi.com/video/her-cocuk-ozeldir-yerdeki-yldzlar-taare-zamaen-dans/oqxVLPGChyE

http://imgarcade.com/1/famous-teachers-in-movies-and-tv/

http://2ndgraderockstars.com/general/back-2-school-behavior-mangagement/

https://www.youtube.com/watch?v=YR5ApYxkU-U

http://www.disabilityempowermentnews.com/support/10-tips-for-parents-with-children-with-learning-disabilities

https://parthibangowthaman.wordpress.com/2012/01/01/is-pulli-raja-a-rote-learner/

http://www.mainstchiropractic.ca/back-to-school-adjustment-time/

http://www.hayalkoksal.com/#a-new-ngo-association-for-innovative-collaboration-y-ime-der

Special thanks

to Dr. Köksal


http://www.hayalkoksal.com/#a-new-ngo-association-

for-innovative-collaboration-y-ime-der


Merve KONYAR

Sonay DOYĞUN

Didem BAYRAK

Munise GÜNTEKİN

Kübra YAZKAN

Beyza DEMİRCAN