Imagine a classroom where all students are seen and valued by their teachers and peers. Knowing that there’s people around you who care about your feelings and opinions creates a sense of belonging. One way to foster this environment is by building strong teacher-student relationships. At Ipswich High School, our teachers strive to make their students feel seen, heard, and valued. Here are some key teachers to go to for support, according to conclusions from a survey provided to the IHS student body.
History teacher Mr. Ames was selected by students as a go-to teacher. One student said he is full of “wisdom and life experience.” He openly cares about his students, making himself “easy to talk to.” According to another student, Mr. Ames keeps it real and gives you a “concrete answer” to your questions or concerns. Furthermore, Mr. Ames puts forth an effort to listen to and understand his students’ problems without making them feel judged, and instead, making them feel respected.
Math teacher Mrs. Whitman is described by one student as having “the most welcoming personality,” and by others as being sympathetic, and providing students with logical advice. Her role as a teacher gives her the perfect opportunity to connect with students. Whitman is said to be “accepting of every student” and “easy to open up to.” Many students suggested they can go to Mrs. Whitman for anything and they know they wouldn’t feel judged talking to her.
Finally, one student responded that PE teacher Gardy “will be straight up with you” and won’t sugarcoat anything. Gardy is innately a good person, and other students say, “has a lot of wisdom.” One student described Gardy as a teacher who will “encourage you in everything” and provide students with positive feedback no matter what situation they are facing.
Academically, forming relationships also enhances student performance. Psychologists found that “teachers who experience close relationships with students reported that their students were less likely to avoid school, appeared more self-directed, more cooperative and more engaged in learning” (Rimm-Kaufman, Sandilos). In line with this, math teacher Mrs. Whitman says, “Once I form a bond with a student they will put in more work in the classroom and show more effort.” Whitman also highlighted that her relationship with students doesn’t lead to their drive to impress her, but more so their refusal to disappoint her. Also, teachers don’t strive to stand in front of a board and lecture us every day. They have a motive. Mr. Ames expresses that he is a teacher because he wants to be. He says his students “are people too and he wants to enjoy” the ability to be there for them and help them.
Forming relationships creates a healthy school environment. There are many aspects of experiencing positive teacher-student relationships that lead to student benefit. According to the American Psychological Association, teacher-student relationships have “important, positive and long-lasting implications for both students’ academic and social development” (Rimm-Kaufman, Sandilos). Teachers perform to be able to help students rather than just teach them, posing as an important figure in guiding students to reach their full potential. Gardy says he is always there for his students for guidance “because not everybody gets it at home.” This displays the role teachers play in many student’s lives and the importance of forming teacher-student relationships.
In closing, students and teachers both benefit from forming positive relationships. At IHS, our school’s camaraderie is strengthened as a result of these interactions, formed through motivation and intent. Teacher and mentor Mike Nichols says, “The key to strengthening [relationships] is through intentional interaction with students outside the classroom.” It is much more meaningful and effective to students when teachers make time for them, especially when teachers make it a point to create a personal connection and avoid lecturing in front of a board. Nichols also highlights the value of genuine interactions between teachers and students. This provides a clear example of how interacting with students in an authentic manner can completely alter the strength of a teacher-student relationship.
