Perception Of The Students Towards Their Classmates Close To Their Teacher

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INTRODUCTION

A.Background of the Study

Each individual has their own implicit and explicit opinions towards any certain issue. These perceptions sort out from the positive and negative things. This is not just the concern of the student itself but it has something to do with the teacher also. There are advantage and disadvantage that came out from this kind of relationship.

Teacher- student relationship can have a significant effect on the peer acceptance of the students. Teachers interactions with students can affect classmate perception of individual student, in turn affecting which students’ classmates choose to interact with and accept. Conflicting interactions between teachers and student may convey a lack of acceptance, causing other students to also reject the student involved in the conflict with the teacher. Peer rejection significantly impacts self-esteem of the students leading to several negative social outcomes.

In addition to positive teacher-student relationship, students’ motivation to learn is another factor that influence social and academic outcomes. A possible reason for the association between academic improvement and positive teacher-student relationship is students’ motivation and desire to learn.

Motivation may play a key role in the relationship between teacher- student and academic outcome. Student who perceive their relationship with their teacher as positive, warm and close are motivated to be more engaged in school and to improve their academic achievement.

Statement of the Research Problem and Objectives

This study will seek to answer the following question:

a.) What is the perception of the students to the teaching behavior?
b.) What is the perception of students to the performance inside the classroom?
c.) What is the perception of the students to the teaching strategies?

Significance of the study

The result of the study will be beneficial to the students and teachers. To the students, the result may help them develop their good relationship of individual. To the teachers, the result may help them manage to give an equal relationship to their students.

Scope and Delimitations of the study

This study tries to find out the good Perception of the Students Towards their Classmates close to their Teacher. This study conducts of the selected students at Mapulog, Naawan Misamis Oriental. The respondents of the study will be 20 selected students at Mapulog, Naawan, Misamis Oriental.

Definition of terms

Perception – refers to the set of processes we use to make sense and how we interpret of what we see. Relationship – is a close connection between two people or groups is the way in which they feel and behave towards each other.

REVIEW OF RELATED LITERATURE

The literature review of this study, addressing the thought of students that close to their teacher, includes varied scopes to be discuss in order to understand more the problem. In this chapter, varied information will be discussed from different authors.

Teachers play an important role in the trajectory of students throughout the formal schooling experience (Baker, Grant, & Morlock, 2008). Although most research regarding teacher-student relationships investigate the elementary years of schooling, teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner& Morris, 1998; McCormick, Cappella, O’Connor, &McClowry, in press). Aligned with attachment theory (Ainsworth, 1982; Bowlby, 1969), positive teacher-student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005). Teachers who support students in the learning environment can positively impact their social and academic outcomes, which is important for the long-term trajectory of school and eventually employment (Baker et al., 2008; O’Connor et al., 2011; Silver et al., 2005).

When teachers form positive bonds with students, classrooms become supportive spaces in which students can engage in academically and socially productive ways (Hamre&Pianta, 2001). Positive teacher-student relationships are classified as having the presence of closeness, warmth, and positivity (Hamre&Pianta, 2001). Students who have positive relationships with their teachers use them as a secure base from which they can explore the classroom and school setting both academically and socially, to take on academic challenges and work on social-emotional development (Hamre&Pianta, 2001). This includes, relationships with peers, and developing self-esteem and self-concept (Hamre&Pianta, 2001). Through this secure relationship, students learn about socially appropriate behaviors as well as academic expectations and how to achieve these expectations (Hamre&Pianta, 2001).

Students in low-income schools can especially benefit from positive relationships with teachers (Murray &Malmgren, 2005). Social motivational theories (Connell & Wellborn, 1991; Harter, 1986) highlight a basic psychological need for autonomy, competence and relatedness. In a learning context, when children view their relationship with teachers as being positive and close, their adjustment to the school environment, their perceived competence and their interpersonal ability may be promoted and established. As a result, the teacher-student relationship has a significant influence on interaction in the classroom in that it affects both children’s learning and behaviors (Li &Meng, 1997; O’Connor, Dearing, & Collins, 2011; Song & Liu, 2007). Self-perception may be the source of motivation for children to make greater efforts to meet academic and behavioral expectations (Furrer& Skinner, 2003; Pajares, 1996). Learners are more likely to seek assistance when they perceive teachers as 24 INTERNATIONAL EDUCATION LIU supportive and available (Marchand& Skinner, 2007).

Several studies have been published about the impact of the quality of the teacher-student relationship in regard to adjustments of elementary school children based on teachers’ reports (Hamre&Pianta, 2001; Hughes, Luo, Kwok, &Loyd, 2008). Types of investigation extend from validity of teacher self reports of teacher-student relationship as related to peer rating of rapport between a teacher and students (Hughes, 2009) as well as direct and independent observations (Doumen, Verschueren, Koomen, &Buyse, 2008). However, a low to moderate correlation is shown between the reports by teachers and students on teacher-student relationship quality (Henricsson&Rydell, 2004; Murray, Murray, &Waas, 2008).

It is important that children’s voices be heard in the examination of the teacher-student relationship. Elementary school children actually had a great deal to say about their school experiences (Barksdale & Triplett, 2010). They reported their worries at school, their feelings of being disconnected from the teachers, the lack of meaningful activities at school, and their eagerness to be heard. All of these aspects are valuable so that teachers are able to improve the quality of the teacher-student relationship. A need is also identified for more studies that gather the opinions of elementary school children (Wu, Hughes & Kwok, 2010) for the purpose of school improvement. The establishment of any teacher-student relationship does not occur in a vacuum but has its foundation rooted in a specific social, cultural and historical context.

In a civilization of several thousand years, certainly the Chinese education system, as well as the teacher-student relationship, has evolved (Ding, 2008).

Traditionally, a Chinese teacher was regarded as the authority in the classroom and therefore should not be contradicted or challenged (Yuan, 2006). Consequently, the teacher-student relationship was hierarchical, and students were expected to follow teacher’s directions or instructions unconditionally. In addition, teachers in an exclusively-male profession were expected to treat students as their own children (Huang & Yao, 2006). Set in the above historical and cultural background, J. Liu (2013) reviews the discussion of the teacher-student relationship under the educational reform since late 1990s. The current teacher-student relationship is no longer limited to the individuals involved but can be affected by many variables within the communication context. The relationship also makes a transition from the old model that features an authority-pupil style to a new one that characterizes interaction between a teacher and students in a democratic, equal and dialogical climate.

REFERENCES

Blake, M. and Sickle, M. (2001). Helping linguistically diverse students share what they know. Journal of Adolescent and Adult Literacy, 44(5), 486-475.
Gibbons, P. (2003) Mediating language learning: Teacher interactions with ESL students in content-based classroom, TESOL Quarterly. 37(2), 247-273.
Salehi, H., Taghavi, E., & Yunus, M. M. (2015). Relationship between teachers’ job satisfaction and their attitudes towards students’ beliefs and motivation, 8, 46–61.
Yang, Y. (2010). Attitudes of learners toward teacher-student relationship: A case of Chines college students. (Unpublished doctoral dissertation). The Ohio State University, Columbus.
Kara, A. (2009). The effect of a ‘learning theories’ unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34, 100-113. doi:10.14221/ ajte.2009v34n3.5
Amamio, L. (2000). Attitudes of students, teachers and parents of RVM schools in metro Manila toward teacher-student relationship. (Unpublished Thesis) Presented to the UST Graduate School, Manila, Philippines.
Brown, H. D. (1994). Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall.
Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards teacher-students relationship: The case of Libyan secondary school students. Asian Social Science, 8, 119–134Fakeye, D. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22, 205–211.

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