Event Title

Building Positive Student-Teacher Relationships in Early Childhood Education

Presenter Information

Brianna Davis

Loading...

Media is loading
 

Comments

Poster Presentation

Please select your campus affiliation

Tampa

Mentor Information

Jolyn Blank

Description

Positive student-teacher relationships facilitate children's school adjustment, academic learning, and social-emotional development. According to research, the relationships students build with teachers help them develop a sense of security within themselves, so they are more comfortable to explore and engage in new learning in the classroom. However, building trusting relationships require more on the part of the teacher than just "being nice". This study explored the question: How can I build positive student-teacher relationships to help students gain confidence in their learning and abilities? Data sources included anecdotal records developed from observations, an observation checklist, and student work samples. By describing specific strategies for building positive student-teacher relationships, I illustrate effective relationship-building techniques. I expect to identify strategies for building positive relationships that increase students' motivation to finish and learn new things even if they get upset and frustrated in the beginning. This study's findings are important in terms of helping teachers of young children intentionally develop trusting relationships with their students.

This document is currently not available here.

Share

COinS
 

Building Positive Student-Teacher Relationships in Early Childhood Education

Positive student-teacher relationships facilitate children's school adjustment, academic learning, and social-emotional development. According to research, the relationships students build with teachers help them develop a sense of security within themselves, so they are more comfortable to explore and engage in new learning in the classroom. However, building trusting relationships require more on the part of the teacher than just "being nice". This study explored the question: How can I build positive student-teacher relationships to help students gain confidence in their learning and abilities? Data sources included anecdotal records developed from observations, an observation checklist, and student work samples. By describing specific strategies for building positive student-teacher relationships, I illustrate effective relationship-building techniques. I expect to identify strategies for building positive relationships that increase students' motivation to finish and learn new things even if they get upset and frustrated in the beginning. This study's findings are important in terms of helping teachers of young children intentionally develop trusting relationships with their students.