2016 Leading Seagulls 3 Teacherland

TEACHERLAND

Our motto: Be positive, stay related!

Our Group Members:MERVE KONYARKÜBRA YAZKANSONAY DOYĞUNBEYZA DEMİRCANMUNİSE GÜLTEKİNDİDEM 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 SonayDoyğun Beyza

DemircanMuniseGüntekin

KübraYazkan

Gantt ChartSTEPS 11

October14 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 datasSurvey

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.

Jones & Jones (2007)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.Jones & Jones (2007)

http://roerby-skole.skoleporten.dk/sp/file/9d10c08e-28c0-4d3e-8bdc-5ae6ac357ae1/skolebestyrelse%20kalundborg.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 Factors25%

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.com/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

HolidaysJones & 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 studentsGenderEthnicity • 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 present2) Talk directly to students rather than about them3) Remain calm4) Speak courteously5) Make eye contact and be aware of non-verbal

messages6) Take responsibility for statements by using the personal

pronoun Jones & Jones (2007)


• Six methods for disruptive behavior:1) Deal in the present2) Talk directly to students rather than about them3) Remain calm4) Speak courteously5) Make eye contact and be aware of non-verbal

messages6) 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


WEB SOURCES• http://cucparamus.weebly.com/cuc-teachers.html• https://www.google.com/search?

sa=G&hl=tr&tbm=isch&tbs=simg:CAQSjAEaiQELEKjU2AQaAggDDAsQsIynCBpiCmAIAxIomA32F5UNnQ3JDPIdjhiXDeEeng3bP8Y-rzrcP8g-qDCtOt4_1vju-ORowq20oBwOjHeWS-0o4UTPQOl52-X2QXYOqKsoCj5QZeIRBRuXovc_1CUKpxiOcVUV7mIAIMCxCOrv4IGgoKCAgBEgQhrnmdDA&ved=0CBoQwg4oAGoVChMIgpj7ir7RyAIVRtssCh0WkAy6&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://cucparamus.weebly.com/cuc-teachers.html



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

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



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

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







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


Special thanks to Dr. Köksal




Thanks for your attention!

Merve KONYARSonay DOYĞUNDidem BAYRAKMunise GÜNTEKİNKübra YAZKANBeyza DEMİRCAN

2016 Leading Seagulls 3 Teacherland

Education

Transcript of 2016 Leading Seagulls 3 Teacherland