Student-teacher relationship is very important for an institution. If student-teacher relationship is in good harmony, the institution runs well in sense of academic as well as other activities runs by that institution. Improving students' relationships with teachers has important, positive and long-lasting implications for students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement. If a
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student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn. Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students' developmental, emotional and academic needs (Rimm-Kaufman, 2014). Positive student–teacher relationships serve as a resource for students at risk of school failure, whereas conflict or disconnection between students and adults may compound that risk (Ladd & Burgess, 2001). As children enter formal school settings, either in preschool or kindergarten, relationships with teachers provide the foundation for successful adaptation to the social and academic environment. From the first day of school, young children must rely on teachers to provide them with the understanding and support that will allow them to get the most out of their daily interactions in the classroom. Children who form close relationships with teachers enjoy school more and get along better with peers. Positive relationships with teachers can also serve as a secure base for young children (Hamre & Pianta, n.d.).
No doubt, improving students’ relationships with teachers has important, positive and long-lasting implications for students’ academic and social development. A strong and supportive relationship between teachers and students are fundamental to the healthy development of all students in school (Hamre & Pianta, Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade, 2001). Positive teacher-student relationships — evidenced by teachers' reports of low conflict, a high degree of closeness and support, and little dependency — have been shown to support students' adjustment to school, contribute to their social skills, promote academic performance, and foster students' resiliency in academic performance (Battistich, Schaps, & Wilson, 2004); (Birch & Ladd, 1997); (Hamre & Pianta, Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade, 2001). But solely improving students' relationships with their teachers’ will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those
students with more adverse relationships. UCEP argues that it has an effective and continuous relationship between teachers and students (Programs of UCEP, 2013). The quality of early teacher-student relationships has a long-lasting impact. Specifically, students who had more dissatisfaction to their teachers had lower academic achievement and more behavioral problems (Hamre & Pianta, Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade, 2001). If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn (Rimm-Kaufman, 2014). Students’ relationships with teachers are fundamental to their success in school, and as such, these relationships should be explicitly targeted in school-based prevention and intervention efforts. Student– teacher relationships develop over the course of the school year through a complex intersection of student and teacher beliefs, attitudes, behaviors, and interactions with one another (Hamre & Pianta, Student-Teacher Relationships, 2001).
Various studies examine mentors and teachers role in improving adaptability with children and young people who have been permanently excluded from school (Frankham, Edwards-Kerr, Humphrey, & roberts, 2007). The reason for this is that students from different backgrounds experience different relationships with teachers and with other adults (Hirsch, 2007). Newer research also shows the importance of teacher–
student relationships in school adaptation process (Rudasill & Rimm-Kaufman, 2009). It is found that children who have secured relationships with teachers have an easier time interacting with peers, forming positive relationships, thus being a part of a group show significant adaptability in school as well as classroom adaptation (Research Foundation:
The Creative Curriculum, 2010).
UCEP always claims that it has a good relationship between students and teachers.
Students were asked about the relationship between them. Fifty six percent replied that a good relationship exists, whereas, 36 percent students believed in ‘very good’
relationship. It is clear from this table that, no one mentioned any negative answer
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(Figure: 5.4). So, in every UCEP school, student-teacher relationship is in integrated part which led UCEP to run its curriculum and activities as desired.
Figure 5.4
Students Opinion on Relationship with Teachers