The Teacher Student Relationship

How teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlying relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and proteges. Attachment Theory and the Teacher-Student Relationship addresses three significant gaps in the current literature on classroom management: the effects of teachers’ attachment style on the formation and maintenance of classroom and staffroom relationships the importance of attachment processes in scaffolding teachers’ and students emotional responses to daily educational tasks the degree of influence these factors have on teachers’ classroom behaviour, particularly management of student behaviour. Based on recent developments in adult attachment theory, this book highlights the key aspects of teacher-student relationships that teachers and teacher educators should know. As such, it will be of great interest to educational researchers, teacher educators, students and training teachers.

This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author’s research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students’ perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities. This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.

There are stories where the girl gets her prince, and they live happily ever after. (This is not one of those stories.) Jenna Lord's first sixteen years were not exactly a fairy tale. Her father is a controlling psycho and her mother is a drunk. She used to count on her older brother—until he shipped off to Iraq. And then, of course, there was the time she almost died in a fire. There are stories where the monster gets the girl, and everyone cries for his innocent victim. (This is not one of those stories either.) Mitch Anderson is many things: A dedicated teacher and coach. A caring husband. A man with a certain...magnetism. And there are stories where it's hard to be sure who's a prince and who's a monster, who is a victim and who should live happily ever after. (These are the most interesting stories of all.) Drowning Instinct is a novel of pain, deception, desperation, and love against the odds—and the rules.

It is crucial for students of Vajrayana Buddhism to find an authentic wisdom teacher and know how to properly rely upon that teacher in order to awaken to their buddha nature and thereby attain full enlightenment. Fortunately, the topic has been thoroughly explored by Jamgon Kongtrul in the tenth chapter of The Treasury of Knowledge. This essential text clearly lays out what credentials and qualities one should look for in a wisdom teacher, why a wisdom teacher is necessary, and how the relationship between this teacher and disciple best develops once it is established.

The study of classroom and school learning environments and their effects on students' learning has been going on for more than a century. Past efforts in the study of the learning environment and its determinants have indicated that it plays a major role in improving teaching and learning in primary, secondary and higher education.This book covers various dimensions of the learning environment, its underlying theory, the impact on learning, the curriculum and classroom management. It is organized in such a way as to provide a cross-national and multi-cultural forum for presenting and discussing research findings, as well as development and applications of various techniques and instruments in learning environment research.

In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’

Why are so many public school teachers, administrators, and coaches choosing to become romantically and sexually involved with teenage students and players? Since 2000, numbers of intimate relationships between teachers and students have skyrocketed. Teacher arrests are at all-time highs. Is there a correlation between these relationships and communication and social technologies? This book explores: What is driving those in public and private education to have romantic and sexual relationships with their students, and to jeopardize their careers, families, reputations, and freedom? What roles do communication and social technologies play in feeding teacher-student relationships? Who is protecting teenagers from predator-teachers and predator-coaches, in our schools? Is there a new phenomenon in schools: The Predator Teenage Student? What practical strategies can be put in place to protect teenagers from sexual predators on our campuses? The appropriate educational use of communication technologies on high school campuses. This book is provocative and relevant for educators at all levels, public and private. It is also a must-read for professors, teachers-in training, athletic and academic coaches, school administrators, and parents.

The relationship between a teacher and student can be a most rewarding and life-enhancing experience, yet it can also be fraught with problems and misunderstandings. For Westerners working with Eastern teachers, the difficulties can be compounded by cultural differences, language barriers, and divergent expectations. Wise Teacher, Wise Student examines the teacher-student relationship as it is understood in the Tibetan Buddhist context. The author surveys a wide spectrum of situations, exploring the causes of potential pitfalls. In illuminating the sources of misunderstandings, he offers methods to heal wounds and encourage healthy relationships.

A high-profile Ashtanga Yoga teacher introduces an inspirational 30-day program that will “completely overhaul your attitude . . . eliminate negativity . . . while also allowing yoga to transform your body” (PopSugar) “The brave heart of a yogi is defined by actions that make the world a better place.” Live with authenticity. Practice patience. Let go of negativity. These are some of the core tenets of a yoga lifestyle, on and off the mat. Yoga is about much more than twisting yourself into shapes—the heart of this ancient practice is an inner journey, one of reflection, spiritual awakening, and ultimately a calm, clear mind. The Yogi Assignment is a 30-day introduction to these life-affirming and simple—yet revolutionary—principles. Led by master Ashtanga yoga teacher Kino MacGregor, this journey will challenge and uplift your body, mind, and spirit. Each day offers a practice and meditation that will help you confront your emotional, physical, and mental limitations and inspire real change in your life. MacGregor is a fierce, loving guide who encourages you to look deeply within to find your wellspring of inner strength and courage.

After her mom dies, seventeen-year-old Chloe Ryder gathers the courage to run away from home. There's nothing keeping her in Idaho, no reason left to be forced to live with her abhorrent step-father. She buys a one-way bus ticket to Flagstaff, Arizona to start a new life. But nothing goes as planned. Finding her first job is harder than it looks and she quickly runs out of money, forcing her to go hungry and live on the streets. With her future in mind, she decides to enroll in a local high school. As if her life wasn't messy enough, she soon finds herself developing feelings for Bones, the school's bad boy, who's intent on distracting Chloe and keeping her from focusing on her ultimate goal: college and eventually becoming a professional artist. And then there's Damien, a cute older guy who loves art as much as she does and wants to see her succeed. But making it in the real world is tough, especially for someone who comes from a family who has never set foot in college. Chloe has a chance at realizing her wildest dreams if she can dig deep and find the needed courage, perseverance and self-love.