The teacher student relationship is very important for children. Children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. We ask ourselves what is considered a good teacher. All of us have gone through schooling, and if fortunate had a favourite teacher. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom.
I will be focusing on the relationship between the student and teacher, involving a setting in the learning process which I have found to be extremely important for the student to gain a positive attitude for their future education.
Students’ sense of social relatedness at school is a key construct in contemporary theories of academic motivation and engagement (Connell & Wellborn, 1991; Eccles, Wigfield, & Schiefele, 1998; Stipek, 2002). When students experience a sense of belonging at school and supportive relationships with teachers and classmates, they are motivated to participate actively and appropriately in the life of the classroom (Anderman & Anderman, 1999; Birch & Ladd, 1997; Skinner & Belmont, 1993). Students’ sense of belonging at school has been linked both to engage versus disaffected school identities and to learning outcomes (Battistich, Solomon, Watson, & Schaps, 1997; Skinner, Zimmer-Gembeck, & Connell, 1998). Although the vast majority of the extant research on social relatedness and engagement has been conducted with students in Grades 3 and higher (for reviews, see Furrer & Skinner, 2003, and Stipek, 2002), recent…