TEACHER-STUDENT RELATIONSHIP

Prepared by : NUR FATIN IDRIS KHAIRIL HUDA AZMI AIN FARHANA ZAINAL ANIS SUZANNA MAT REJAB SITI NURHUDA SARMAN

THE SIGNIFICANCE OF BUILDING GOOD TEACHERSTUDENT RELATIONSHIP

For teachers :- To boost motivation and passion for teachers

to teach
- To have better control of the students - To make the lesson more fun and effective - To improve the teachers images

THE SIGNIFICANCE OF BUILDING GOOD TEACHERSTUDENT RELATIONSHIP

For students :-To become more interested in learning -To give more cooperation towards the teachers -To improve the students academic achievement -To become more motivated in learning

FACTORS AFFECTING THE RELATIONSHIP BETWEEN TEACHER AND STUDENT

 TEACHERS PERSONALITY AND BODY

LANGUAGE
TEACHERS BEHAVIOUR GOOD ROLE MODEL LEARNING ENVIRONMENT IN THE

CLASSROOM

TEACHERS PERSONALITY AND BODY LANGUAGE Teachers need to follow the

etiquette stated by Ministry of Education. (rujuk Surat Pekeliling Ikhtisas Bil. 6/1985 dan Surat Pekeliling Ikhtisas bil 7/2001 : Garis Panduan pakaian Guru ketika Bertugas di Sekolah)

ATTIRE FOR TEACHER (MEN )

Trousers and shirt ( with necktie ) or

lounge suit. Shirt must be tight in.

Leather shoes or something appropriate. Baju Melayu with sampin Jeans, short, slippers, and other clothes or

attires that are not appropriate with teaching profession ARE NOT ALLOWED.

ATTIRE FOR TEACHER (WOMEN )

National Wear or clothes of races

( Baju Kurung, Saree, Cheon Sam ) and others that appropriate.

Leather shoes, sandals or others that

suitable with the attire.

Jeans, slacks, clothes that closing the

face and not appropriate ARE NOT ALLOWED.

BODY LANGUAGE

If the teacher enters the class with

uncrossed hand and no eye contact between the students, students will conclude that the teacher is not capable and not dedicated to teach them.

TEACHERS BEHAVIOUR
Teachers behaviour needs to be always

positive.
Teachers that use high tone voice in giving

the task will be hatred by the students.

Rude words ARE NOT ALLOWED in the

classroom.

Always give them motivation like reward or

praises.
Examples of words that gives motivation to

the students :- I know you can do better than this. -You look gloomy today, can you just tell me what are you worrying of? -Good ! This is what I want.

GOOD ROLE MODEL

Teacher

needs to show their capability to teach the students. a bright face.

Always in the good mood and shows Use

an effective communication. Listen and respond to their problem. among students.

Honesty in teaching. No favoritism

 Always show them the good attitude not just

giving them advises.

Shows them on how to respect. For example : Greeting them Remember their names Use appropriate word if needs their help Always

thank cooperation

them

for

their

helping

or

LEARNING ENVIRONMENT IN THE CLASSROOM

Environment must

be clean, good air ventilation and conducive for learning process.

Make the students involved

in the discussion to create the classrooms rules and decoration of the class.

Conducive

classroom

needs

to

have

these : Clean and neat Attract students to learn Classroom that can motivated the

students

STRATEGIES TO BUILD POSITIVE RELATIONSHIPS BETWEEN TEACHERS AND STUDENTS

STRATEGIES
1) Remember students name and call

them by their names.

Should try to recognize and remember students name. -- Avoid calling students using their nick name. -- Will be faster having relationships with students. -- Calling students name with correct way.

2) Distribute responsibility equally

-Involve students in class decision-making and

divide the responsibility equally among them.

- Give opportunity to them to take the responsibility

in organising their own classroom.

- Teachers and students discuss and reach

agreement about rules that will be set for their classroom.

3) Set realistic expectations

-Effective teachers know their students ability

and achievement.
- Teachers expectations must be realistic and

meet the ability of the student.

- Help teachers choose strategies and teaching

aids that are appropriate with their student abilities.

4) Show concern
-Help to build good relationship with students. - This teacher attitude will be a good example to

the pupils to develop concern awareness in their environment.

- Avoid bias by giving attention or concern with

certain group of students only.

- Teacher should know personality and

background of the students.

LOVING CULTURE PRACTICE

CONCEPT
Loving culture is formed when the members of community prioritize the needs of the members and communicate openly as well as honest in relationship.

RESPECT

EMOTION INTEGRIT Y

CHARACTERI STICS OF LOVING CULTURE PRACTICE

AUTHENTIC

CONCERN

Respect
Basic concept of respect is acceptance. Teachers must listen and give chances for students to voice out their opinions, emotions and problems in class without any prejudice. Interaction with the students : listen, appreciate and honest response. Identify and appreciate individual differences. Teachers attention develop students self-esteem. Gain students trust.

AUTHENTIC
Be yourself. Truthful. Admit mistakes. Responsible for own behaviour. Share opinions to solve problems.

CONCERN
Teachers must be considerate and understanding in creating a conducive and loving environment. Teachers can guide students to understand their friends problems. Sensitive to the needs and emotions of others.

EMOTIONAL INTEGRITY
Emotion integrity involves emotional honesty. It is based on honesty in communication and trust among each other. Teachers must have the ability to encourage students to share their feelings and emotions. Balance in expressing emotions.

 Meet in person if the student needs personal attention. Create rules and routine, e.g. birthday party.

Sense of belongin g

Know students background. Inculcate elements of cooperation and friendship.

Concer n

STRATEGIES TO IMPLEMENT LOVING CULTURE

 Give equal attention to Committe d students without prejudice or bias. On-going effort. Aware of self and others emotion. Considerate and honest.
Role model

CLASSROOM DYNAMIC

WHAT IS CLASSROOM DYNAMIC ?

Dynamic- capable of changing or being changed Group- group of people in a unit that have the same

characteristics and value

Classroom Dynamic- when a peer group propel other

members to achieve the same goal

GROUP DYNAMIC IN CLASSROOMS CONTEXT

Group dynamic means the small groups that

having the same characteristics, value, attitude and interest.

The members of that particular group will

share the same goal.

Group dynamic is one way to encourage the

members to change, to win , to plan, to avoid something based on the goal.

Group dynamics- can be identified through

sociometry study (help teachers to see the friendship patterns/groups in the classroom)
Transmission - characteristic or behaviour of

one group influence the other groups to follow that characteristics.

EXAMPLE OF SOSIOMETRI QUESTIONS

Who is your best friend? Who is the person that you choose to do this task? Who is the person that you does not like in this class?

Groups pattern
Bintang Popular student or the one who gets

more than 10 votes

Dyad- Friendship pattern (A B) Klik- Group pattern (two or more person) Rantai- Chain pattern (A B C) Pencilan- The one who does not choose to be

friends with anybody and the others also do not want to be friend with that person
Singkiran- The one who choose more than one

friends that he/she like but the others do not choose him/her.

Based on the sociometry study

The most popular student can be accepted by the other

friends. (clever, responsible, sociable)

The characteristics of that student will influenced others

to follow (transmission)
Usually he/she become the group leader The member who can adapt with the group will stay, if

not the student will be eliminated from the group.

Main Factors that influenced group dynamic

Gender usually same gender Religion/race the members from the same

race/religion, this is not good because it can encourage racism

Economic status higher status will

underestimate the lower status, so it should be avoided.

Other Factors that influenced group dynamic

Academic achievement excellent student usually

comfortable with the member that is also having high academic achievement
Personality Eg: extrovert student + extrovert student Learning Styles having the same learning style ( like

to read aloud)

The teacher's role in group dynamic

identify the form of classroom dynamics attention to those who are currently excluded use power transmission guide the group forming according to the needed characteristics teacher as head of the classroom dynamics

Q&A

QUESTION
Do you think loving culture practice can be implemented successfully at school? Why?

How to increase the classroom dynamic?

What will you do as a teacher to create a conducive classroom?