Irvin 1

Alexandra Irvin
Professor Deby Jizi
UWRT 1102-29
28 March 2016
Double Entry Journal
Citation:
Wentzel, Kathryn R. "Teacher-Student Relationships." Handbook of Motivation at School. New
York: Routledge, 2009. 211-30. Print.
Source: Quote (Page# or Paragraph #)

Responses

There is a growing consensus that the

nature and quality of childrens relationship
with their teachers play a critical and central
role in motivating and engaging students to
learn, and teaching them what they need to
know to become knowledgeable and
productive citizens.

It is important to not only teach, but to model

for children what it looks like to be a good
citizen and have a positive influence in your
life.

Effective teachers are typically described as

those who create relationships with students
that are emotionally close, safe, and trusting,
that facilitate provisions of instrumental help
and communication of positive and high
expectations for performance, and that foster
a more general ethos of community and
caring in their classrooms.

I think about my moms classroom and how

she teaches her children each year that they
are a classroom family. Throughout the year,
she works to help them develop strong
relationships with one another in order to be
more caring and sensitive.

Central to several theoretical perspectives

on teacher-student relationships is the notion
that the affective quality of teacher-student
relationships is a critical motivator of
student adjustment.

If students have a bond with their teacher it

can help them navigate and handle difficult
situations they may encounter.

Secure relationships are believed to foster

childrens curiosity and exploration of the
environment, positive coping skills, and a
mental representation of ones self as being
worthy of love and of others as being
trustworthy.

I always was more apt to ask questions and

participate in class if I felt secure with the
teacher and the classroom environment.

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Feeling related to teachers has been studied
most often in relation to students motivation
and engagement in the social and academic
life of the classroom.

It doesnt take a lot of time to take an interest

in your students lives. They love to talk
about what they do out of school and it is
important to them to share.

Social support perspectives reflect the

notion that students subjective appraisals of
teachers emotional support have
implications for their subsequent adjustment
to school.

School can be difficult and sometimes

students are faced with challenging
situations, but if they know that they have a
teacher that supports them it makes things
easier for them.

teacher-student relationships have a

casual effect on childrens school-related
competence, primarily by promoting a
positive sense of self and emotional wellbeing.

There are teachers that I can remember that

did not create a positive learning
environment, and I did not feel secure
learning in their classrooms.

secure and close relationships with

teachers are related positively to young
childrens cognitive and social competence
at school.

You could almost look at these relationships

as teacher + student + positive relationship =
academic and social success.