Do you try to get to know your teacher? Or even students? Here at IHS students and teachers that try to form good-stable relationships with one another see a positive change to academics and work. Asking more day to day questions about their lives rather than questions revolving around school will help the student as a whole. Forming these stable relationships makes for a good working environment where everyone is comfortable to ask any questions they may have, and approach one another when in need of help.
After interviewing a fellow student, Ava Croce, she states that every time she has a new teacher she tries to read his or her personality and build a relationship based on that. If a teacher is more lenient and welcoming, she feels as if she can be herself more. She says, “When you’re closer with your teacher I feel like you’re genuinely comfortable to reach out and try to get help.” However, according to Ava, when she feels less comfortable with a teacher, there’s a fear that the teacher will make you feel “stupid” or get mad for asking a question. A good relationship with your teacher from a student’s perspective opens up the classroom for good conversation about academics and communication. Croce says, “A teacher who doesn’t only care about teaching academics but also your well being and understanding that you also have a life outside of that class, and you’re human just like them.” Teachers knowing that you are just as busy as them with their lives shows sympathy and understanding in the classroom environment. All of these factors contribute to many students being comfortable to get help and ask questions, so they can try and succeed in the class.
Looking at this from a teacher perspective we see an even deeper meaning to a good-stable relationship between teachers and students. After asking the question, is it easier to teach a student you have a stronger relationship with? Ms. Barclay answered with, “Absolutely, they are more open to your suggestions when you have a stronger bond.” Some teachers see good relationships as making their job easier in a sense. Many students are more engaged in the learning and don’t dread coming to class when they enjoy seeing a teacher they get along with. Ms. Barclay sees the reflection of a good relationship on the students’ academics as improving because they are willing to come and talk in class to put the effort in to learn.
Data has been collected through research, showing the impact of a beneficial relationship. The National Library for Medicine writes, “Most students commented on the impact that faculty had on their learning. Faculty support included creating a safe or unsafe space in the classroom, providing additional learning material, accommodating requests, or simply listening to students.” In other words, this extra support and genuine care helps to establish good relationships, and even make for a comfortable and welcoming classroom. The American Psychological Association even notes that teacher-student relationships create more opportunities for thinking and analysis. All this research shows that a good relationship has a major effect on the ability of students to learn and ask questions for help.
The majority of students and teachers can agree that a comfortable classroom built off of a good relationship makes for a beneficial learning and teaching environment. Providing room for academics to grow and work in a classroom to improve.
