THE TEACHER– STUDENT RELATIONSHIP: THE TEACHING ALLIANCE

STABLE BUT NOT STATIC

The teaching alliance is the fundamental relationship between teacher and student—a
necessary but not sufficient component of effective learning. Similar to the
therapeutic alliance (Greenson, 1965; Zetzel,1956), the teaching alliance is a particular
relationship between a specific teacher and student bounded by the goals and procedures
of the joint undertaking. Both the teacher and the student bring to this relationship
identifications from the past and the present and goals for the future.
An effective teaching alliance requires recognition of the similarities and differences that
distinguish this relationship from previous ones. While the therapeutic relationship is a
concept well studied, generally accepted, and integral to effectivepsychotherapy
(and health care in general),the teaching alliance has not been well studied or well
defined .Like the therapeutic alliance, the teaching alliance is a relationship firmly rooted
in reality (Rawn, 1991) (see Table 1).
Implicit in the alliance is an agreement between teacher and student that they will work in
the student’s best interest within a partnership of reciprocal responsibility. As in the
therapeutic alliance, the basis of this agreement outweighs other aspects of the
relationship and embodies a mutual respect and responsibility.
The teaching alliance takes precedence over any other type of relationship that may
predate or subsequently develop between the participants. The teacher is responsible for
providing an opportunity for trials of newly acquired knowledge in a safe interpersonal
environment where risk is possible and failure can be constructive (Ursano & Silberman,
2003). As the teacher offers to impart knowledge, the student agrees to remain prepared
to receive this knowledge and to learn. Implicit in this arrangement is the requisite
preparation and effort necessary for the transfer of knowledge.

The relationship, like all good contracts, seeks to remain stable over time (Friedman,
1969).The alliance must be strong enough to proceed even if both parties, in this case the
teacher and student, are in doubt of eventual success (see Table 2). Additionally, each
teacher and student brings to their relationship lessons learned from previous
encounters. These previous successes and failures inevitably color what will transpire
between these individuals (Williams et al., 2004). A thoughtful recognition and
modification of one’s experience bias from past teaching encounters (McGuire,
1965) is part of the development of a productive relationship. The teaching alliance is not
a static achievement, but a continuous process,an evolving subtext to the over
proceedings that requires frequent maintenance as new c h a l l e n g e s a r i s e i n t h e
c o u r s e o f t h e relationship.
MA

MAXIMS OF TEACHING / PRINCIPLE OF TEACHING

1. From known to Unknown
2. From simple to complex
3. From concrete to abstract
4. From analysis to synthesis
5. From particular to general
6. From empirical to rational
7. From induction to deduction
8. From physiological to logical
9. From actual to representative
10. From whole to parts
11. From definite to indefinite