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
Doyğun
Beyza
Demircan
Munise
Güntekin
Kübra
Yazkan

Gantt Chart
STEPS 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 RELATIONSHIP
There 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.
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 DIAGRAM
Teacher 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 of
teacher 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
 Credibility

• 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

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

2016 Leading Seagulls Establishing Positive T-S Relationships

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