Cases of improper student-teacher relationships on the rise after the beginning of last school year that expanded reporting requirements and. Developing positive relationships between a teacher and student is a fundamental aspect of quality teaching and student learning. Positive teacher- student relationships promote a sense of school belonging and encourage Last Name*. Teacher Blames Underage Student For Sexual Relationship: 'He Caught Me In Former substitute teacher Mary Beth Haglin claims a year-old high school.
THE IMPORTANCE OF STUDENT-TEACHER RELATIONSHIP IN SCHOOLS | Mercinah Rajendran - elecciones2013.info
But yes, it was unpleasant. I lost sleep over it. So did my wife. Then they put it online and basically had a guess-the-bum competition. All quite innocent, you know, but very, very personal. The girls were all wildly apologetic afterwards, but I'm not at all sure they thought they'd really done anything wrong. It was a lesson to me, though. I'm very, very careful what I say and do now. In the event, nothing was ever said, but it made me think. We're in a different situation these days.
Last week, it was the turn of Christopher Reen, a classroom supervisor who became the fifth member of staff in three years at his school to face criminal charges over a sexual relationship with a pupil. In both cases, mobile phone text messages — allegedly, in the case of Reen and a year-old pupil at Headlands school in Bridlington, Yorkshire, more than of them — were submitted in court as evidence of the offence. But behind these headline-grabbing scandals lies a more mundane reality for teachers today, which, while it cannot excuse such incidents, may perhaps go part of the way to explaining them: Once upon a time, teachers simply did not exist outside school.
There was a fixed distance; a clear definition of roles; lines that should not and, more often than not, could not be crossed. Now, contact outside the classroom is not only easier but, in many schools, actively encouraged — school web portals on which teachers and students can upload and download assignments, email each other questions and answers, post announcements and sometimes even chat in real time, are increasingly becoming the norm.
That fixed distance is shortening; those old boundaries — between professional and private, home and school, formal and informal — are blurring. It has been illegal in Britain since for a teacher to engage in sexual activity with any pupil at their school under the age of But despite a recent YouGov survey of 2, adults claiming that one in six people know someone who had an "intimate relationship" with a teacher while at school, teachers stress that the number of cases that ever go as far as court is tiny, and the number that end up in a conviction tinier still.
The NASUWT says it deals with about allegations of misconduct against its members each year, but only five or six involving inappropriate sexual contact most concern alleged physical abuse. As obviously inexcusable as they are, however, some teachers feel the intense media and public focus on a small number of high-profile cases such as those of Goddard and Reen — or, to take two more, Jenine Saville-King, a Watford teaching assistant cleared two years ago of sexual activity after exchanging pages of MSN messages in three months and text messages in four days with a year-old pupil, and Madeleine Martin, a religious education teacher from Manchester, who this month admitted an eight-day affair with a year-old boy from her school whom she first arranged to meet on Facebook — may be missing a much broader point.
That's always happened, and I imagine it always will. Electronic media certainly gives greater access. But while it may also give the illusion of creating a private space, it's also written evidence. There is definitely an issue here, though. Electronic communication is different.
And while schools are creating web portals and actively encouraging online contact between staff and pupils, there are all sorts of guidelines warning us never ever to use Facebook with students, or to give out our personal mobile phone numbers or email addresses. The trouble is, it's very easy for the lines to get blurred.
Public and private space get muddied. So what do you do? You don't want to risk losing the kids, so you give them your own mobile number. And once that's happened, once a number is out there. And emails, too; I've sent personal emails to sixth-formers wishing them luck with their exam the next day.
You can't be a jobsworth these days. An email or text is very much a one-to-one thing; a pupil might feel specially valued. Even on the school site, I could be marking online, live, maybe quite late in the evening.
I could have had a glass of wine.
I could start discussing work with a student who's also online. The present students are going to meet a more complicated world which is entirely different from the world which the teachers of fifty to sixty years old have met. The present teacher-student relationship is related to these changes.
In this world of computers and internet, the system of education and curriculum should be framed to meet these needs and problems. The student-teacher relationship is likely to be different now from the past. We have travelled a long way from the Gurukula system in India.
India is a country consisting of many states, religions, cultures and climates and even fashions. System of education is different from state to state.
This may make the relationship between a student and a teacher different. Precisingly saying, the student-teacher relationship will be fruitful by taking into account the environment, social problems, necessities of the people of the society and the comparison of the social problems with others.
Only a human being can achieve. There is no second thought in it. The present world is a contribution of the intellectuals, scientists, explorers and persons of excellence in the world. The foremost thing is to create a child to achieve excellence through the means of education.
For that the student-teacher relationship is considered to be a must to create a better and prospective earth consisting of human beings. To clear this point again, the author likes to say that only a human being can achieve and not any other animal.
It may be constructive or destructive as per the temperament of the particular human being. There may be various causes for this. The student-teacher relationship plays a very important role in establishing a constructive one.
Most important elements in student-teacher relationship: The relationship between a student and a teacher, if it is to be maximally productive, must be a sign of certain attitudes and commitments of each to the other.
The students must reflect their teacher and hold them in the highest esteem, because this is a necessary pre-requisite to accepting his advice. Just as a doctor's orders must be followed precisely, since failure to do so could cause more harm than good, so a teacher's "prescription" must be obeyed with equal conscientiousness.
A teacher also has three levels of responsibility to his students in relation to giving advice. Ultimately, a teacher must take time to reflect upon his students' progress, refining and adjusting his vision of how best to influence them toward positive change.
Blurred boundaries for teachers | Education | The Guardian
Suggestions to make student-teacher relationship successful: Teachers and students must succeed together. For this, it is necessary to build teacher-student interaction in the classroom on the principles such as fairness, integrity, honesty and respect that guide in everything they do.
The interaction must be two-way traffic, but teachers must lead and must feel confident that they will be able to succeed in establishing and maintaining a sound and producing rapport with students. The teachers must understand the students and find out what they need.
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 strength and academic potential as well as their interests outside of school and what they do for fun. One should remember that many students will need to learn how to both give and receive respect. Most of the teachers probably favour an assertive discipline model, which is clear, consistent, and, when conducted properly, promotes an effective middle path between hostility at one end of the spectrum and passivity of the other.
The student should be offered interesting activities. Activities must be devised in such a way that enable the students to engage with the learning, have some fun, and develop a sense of belonging to a cohesive group.
Success is more likely if the students have some element of control and choice over both what they do and how they do it. The teacher should enjoy being in the company of their students.
TEACHER STUDENT RELATIONSHIP
They spend a lot of time with them each week and if they make the effort to see time spent with students a pleasant experience, the relationship with their class stands a better chance of being successful. The teacher should maintain certain professional distance as they are their teachers and not their friends.
The teacher must be sure that both sides win and get what they want, but not at the expense of the other.