Student Teacher Relationships and Positive Interaction

Student Teacher Relationships and Positive Interaction Teachers who have positive interaction with their students create classroom environments more helpful to learning and meet students developmental, emotional and educational needs. Teaching is a people profession that demands a large amount of time being dedicated to personal interaction. Positive teacher-student interaction has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, Butterfield, 2003). There are many important factors including productive Teaching and learning. Positive teacher-student interaction can be defined by shared acceptance, understanding, affection, intimacy, trust, respect, care and cooperation (Krause, Bochner, Duchesne, 2006). The Teacher Student relationship depends on very large extent upon effort from both parties although the teacher plays a key role and in fact, the responsibility, to initiate positive interaction. The teacher who is practical in representation, recognition, understanding, intimacy, expectation, respect, care and cooperation towards his or her students not only works at initiating positive teacher-student relationships, but also increases the likelihood of building strong rela tionships that will endure over time (Barry King, 1993). Teacher-student interaction is important for many reasons. Teacher student interaction is highly influence a students skill to change to University, to do well at University, and to relate to peers (Pianta, 1999). Teachers who had positive and secure relationships with students reported that their students were less likely to stay away from school, appeared more independent, more supportive, and busy in learning (Birch Ladd, 1997; Klem Connell, 2004). Teacher-student Interaction has an impact on classroom management and affects learning and growth. According to developmental perspective, the establishment of a positive teacher-student relationship aids a students cognitive, social and emotional growth and enhances their mental well-being (Brazelton Greenspan, 2000). The teacher-student relationships impact productively on a students self-esteem and enhance their skills. Student-Teacher interactions are very important for the development of the students academic self-concept and enhancing their enthusiasm and success. Colleges and universities that actively promote close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya Cole, 2001; Chickering, 1969; Chickering Reisser, 1993; Cokley, 2000; Terenzini Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur w ithin the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering Reisser, 1993; Lambert, Terinzini, Lattuca, 2007; Pascarella, 1980b; Pascarella Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student-faculty interactions are important, we still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean,1985). The current study addresses this gap in the li terature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States. Interactions between students and faculty members are inevitable and personal connections that emerge through advisement and mentoring are highly valued (Light, 2001). In responding to several implicit, unspoken, and nonverbal cues, students are more likely to interact with faculty members perceived to be sociable, intelligent, showing leadership, supportive, and objective (Babad, Avni-Babad, Rosenthal, 2003; Furnham Chamorro-Premuzic, 2005). Faculty members allowing students to use their first names are perceived as higher in warmth, approachability, and respect in comparison to faculty members  who are addressed by formal titles (McDowell Westman, 2005). Student-faculty interactions can be formal or informal, occurring either inside or outside instructional settings, with both playing an important role in determining students academic success (Jacobi, 1991). The most frequent type of contact that students have with faculty members typically include situations in which they are asking for information about a course or visiting after class (Kuh Hu, 2001). Faculty-student interactions could  take on a more intense flavor in a tutorialstyle classroom, where a faculty member may meet with two students at a time for an hour, eventually interacting closely with about five such pairs of students per week (Smallwood, 2002). Such close, intense, interaction seems to enhance student learning and intellectual stimulation, with both students and faculty valuing the opportunity to know each other  at an informal and personal level. Cox and Orehovec (2007) identified four major types of student-faculty interactions with the most important, functional interaction, referring to academic-related interactions outside the classroom. The other three types include personal interactions about some personal issues unrelated to academics, incidental contact maintained by occasional greetings, and finally disengagement, where there is minimal interaction with the faculty mem ber inside the classroom and little or no  interpersonal exchange. Even though faculty members may not always be aware of it, their interactions  can have a far-reaching influence on their students. Faculty member-student relations are a strong motivator and indicator of learning (Christensen Menzel, 1998). In particular, Decker, Dona, and Christenson (2007) note that the student-faculty member relationship is more important in predicting  students social-emotional functioning than their academic performance. This implies that there is a support-seeking dimension in student-faculty member relationships that can be carefully nurtured to shape positive outcomes for students. Informal interactions with faculty members outside the classroom have been found to have an incremental effect on students motivation over and above the typical predictors of academic performance such as secondary school performance or academic aptitude (Pascarella Terinzini, 2005; Pascarella, Terenzini, Hibel, 1978). Informal discussions with faculty  members about intellectual issues are associated with increases in students aspirations to achieve at a higher level than would be predicted by pre-enrollment characteristics. Initial interactions with faculty members are also very influential in increasing the value placed on high academic achievement and in  compensating for the general student culture that does not typically value such achievement. Mentoring provided by faculty members as a sponsor, confidant, and protector seem to be relatively more important than even peer support, for students who are transitioning into college (Mann, 1992; Shore; 2003). Thus, faculty members seem to play an important role in the overall college experience for new and continuing students. Adolescents who model themselves after their teachers rather than their friends report higher levels of school adjustment (Ryan et al., 1994). Informal faculty-student contacts play a particularly crucial role during the first year in college because they allow students to integrate their academic and extracurricular experiences (Goodman Pascarella, 2006; Pascarell Terenzini, 1977; Pascarella Terenzini, 2005). Further, students reporting high and moderate levels of interactions with faculty members (relative to low interactions) rate their academic program as being more interesting, exciting, and enjoyable, as well  as more relevant and necessary for their career. Finally, substantive student-faculty interactions have been found to have a positive impact on students vocational preparation and intellectual development (Kuh Hu, 2001).These findings suggest that student-facultyinteractions have a multidimensional influence on the cognitive and emotional needs of students, thus val idating the importance of faculty members as role models. Some researchers have found that students who spoke more frequently with faculty outside class and received advice about their educational program reported significantly higher academic self-confidence (Plecha, 2002). This finding is congruent with Endo and Harpel (1982) and Astin (1999)s work showing that interacting frequently with faculty members is part of being academically engaged and students who are more involved do better in college. Similarly, Bjorkland, Parente, and Sathiyanathan (2002) note that students who are in more frequent contact with faculty members and receive more feedback on their performance show remarkable improvement in communicating in a group, competence in their specific field, awareness about their future occupation, and general problem-solving skills. Other reported benefits of such student-faculty relationships include greater satisfaction with academic life, lesser likelihood of dropping out, and feeling more intellectually driven (Hazler Carney, 1993). In support of Chickerings (1969) model, recent data suggest that students engaging in meaningful interactions with faculty members are more likely to have a sense of purpose and competence for succeeding in college (Martin, 2000). Further, students who perceive their faculty members to be caring and have positive informal interactions with them often report greater learning (Teven McCroskey, 1997) as well as satisfaction with college and enhanced intellectual and personal development (Lamport, 1993). When Pakistan was founded in 1947 as a result of the partition with India, the country had only one institution of higher education, the University of the Punjab. Over the next 20 years, many private and public schools and higher education institutions were established to help fuel the countrys socio-economic development. In the early 1970s, all of Pakistans educational institutions were nationalized under the government of Zulfikar Ali Bhutto, who was committed to the idea of Islamic Socialism. For the next decade, Pakistans entire system of education was state-run. However, the growing demand for higher education fast outpaced the establishment of new public universities. During that period, the system could accommodate only 25 percent of the high school graduates who applied to higher education institutions. The overcrowding prompted many wealthy Pakistanis to seek university degrees abroad in the United States, Great Britain and Australia, while others sought out private tutors at home or entered the job market without a degree. In 1979 a government commission reviewed the consequences of nationalization and concluded that in view of the poor participation rates at all levels of education, the public sector could no longer be the countrys sole provider of education. By the mid-1980s, private educational institutions were allowed to operate on the condition that they comply with government-recognized standards. Until 1991, there were only two recognized private universities in Pakistan: Aga Khan University established in 1983; and Lahore University of Management Sciences established in 1985. By 1997, however, there were 10 private universities and in 2001-2002, this number had doubled to 20. In 2003-2004 Pakistan had a total of 53 private degree granting institutions. The rapid expansion of private higher education is even more remarkable if we look at the number of institutions established on a year-by-year basis. In 1997, for instance, three private institutions were established; in 2001 eleven new private institutions were opened; and in 2002 a total of 29 private sector institutions sprung up. According to HEC, there are total 128 recognized Universites in Pakistan, 70 are public and 58 are private. PRIVATE VS. PUBLIC HIGHER EDUCATION While the quality of Pakistans private universities varies widely, they all share some common traits. Most of them have adopted the American model of higher education, which features a four-year bachelors degree and system of credits. Supporters of private higher education believe that non-government institutions can deliver higher quality education and do it far more efficiently than the public sector. They point to the fact that private schools rarely suffer the closures and class suspensions their public counterparts do, and that students enrolled at these schools are more apt to complete their degree programs on time. They also believe that private universities will introduce international standards of competence and accountability.

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Tony Lowery February 26, 13 1St Block Shakespearian Theatre (Globe) The Shakespearian globe was built in 1599 In Southwark on the South bank of London’s River Thames by Richard Burbage. The globe was built large, round and open aired. There was a roof around the circumference which covered the seating area, leaving the theatre looking like a doughnut from above. Old wood from â€Å"The Theatre â€Å"created by Richard Burbage was re-used to make the globe. The globe held up to 3,000 spectators and sold out and awful lot.Shake spears plays were so good at the base of the stage there was a place called â€Å"The Pit† which was on the ground. In order to get in the pit you would have to pay a penny and you stand to watch the play. Shake spear was a shareholder who owned 12. 5% of the Globe theatre. As a young writer Shakespeare bought shares in the theatre and benefited financially as his popularity grew. In order for you to identify what type of play was going on that d ay there were color coded flags used Red= History play, White=Comedy, and Black=Tragedy.Right above the main entrance you would see a banner known as the motto that read: â€Å"Totus mundus agit histrionem† –which is Latin for â€Å"The whole world is a playhouse†. When the globe 1st opened there were no actresses so all female roles were played by young boys as theatre stages were considered too risque a place for ladies. During the play Henry VIII there was a canon being used but not the correct way, and because it wasn’t used the right way it set fire to the roof and the fire quickly spread, reportedly taking less than two hours to burn down completely. After burning down in 1613 The Globe Theatre was rebuilt on the same spot in 1614.The Puritans brought an end to The Globe Theatre in 1642 with an order suppressing all stage plays. In 1644 The Globe Theatre was turned into tenement housing, ending 85 years of turbulent history. The Globe was generally considered to be a circular building, however when a small part of the theatre’s foundations were uncovered the late 1980’s it seems that the building was actually a polygon of 20  sides. In 1997 a third version and faithful reconstruction of The Globe Theatre was built as â€Å"Shakespeare’s Globe Theatre†, close to the original site in Southwark.

Sex Education Is The Teaching Of Issues - 1048 Words

Sex education is the teaching of issues relating to human sexuality and behavior, including anatomy, reproduction, health relationships, responsibilities, abstinence, and birth control. This information can be taught by parents or guardians, provided by school programs or public health organizations and campaigns. Sex education also develops young people s skills so that they can make the most informed choices when it comes to their behavior, and feel confident enough and competent about acting on choices. It is widely accepted across the United States that young people have a right to sex education. This is only because this by any means help to protect the children against abuse, any exploitation, unintended pregnancies, sexually†¦show more content†¦Scaring them with information that has been study should be making them intimidated and hope to get everyone’s attention. Health reformers in 1800s used sex education manuals to conduct the notion that the ideal type of manhood which is tied to self control meaning (no masturbation). When sex education is being taught it should be effective which it gives opportunities for young people to develop skills. It can definitely be hard for them to act on the basis of only having the information. The knowledge which the young people develop part of sex education are not only linked to general life skills. The effective part of sex education also helps develop young people s skills when it comes to decision-making, assertion and listening. A few things that are being taught are Abstinence-Only which teaches abstinence as the only morally correct option of sexual expression for teenagers. Abstinence Only Until marriage that â€Å"teaches abstinence as the only morally correct option of sexual expression for unmarried young people. Abstinence Plus Programs which teach information about contraception and condoms in the context of strong abstinence messages.Comprehensive sexuality education teaches about abstinence as the best method for avoiding STDs and unintended pregnan cy, but also teaches about condoms and contraception to reduce the risk

John F. Kennedy s Presidential Election - 2320 Words

On November 22, 1963, in Dallas, Texas, President John F. Kennedy was assassinated before his first term came to an end. Vice President Lyndon B. Johnson had been appointed as President of The United States due to Kennedy’s untimely death. The presidential campaign for the 36th presidential election had begun and in January, 1964 the Republican Senator of Arizona, Barry Goldwater, announced his candidacy for President while Goldwater announced his running to be reelected. People believed that the presidential election was of crucial importance between Johnson and Goldwater and would be one of the best elections in history. With the United States still suffering from the death of John F. Kennedy, the segregation among Blacks and Whites and the discrimination against Blacks still created a massive uproar. The social injustice for African-Americans continued to grow as presidential campaigns were being established. African Americans believed the false promises while the governmen t still conspired against Blacks by depriving them of the opportunities that are given to the White community every day. In Cleveland, Ohio, in 1964, a public speaker delivered his speech on the ignorance of white politicians and the actions that need to be taken for African-Americans not to fall through the cracks and believe the lies they are being told and registered that equality for all races can occur. On April 3, 1964 in Cleveland, Ohio, at Cory Methodist Church, a minister and civil rightsShow MoreRelatedThe Life of John Fitzgerald Kennedy Essay948 Words   |  4 PagesJohn Fitzgerald Kennedy was the 35th President of The United States. He was more than just the Commander-in Chief to many. For those who admired him the most, he was not just their role model, he was also their hero. But, he was also the only Catholic to hold the highest office of the land. 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