Effective Teacher-Student Relationships

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport – Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

Teachers must provide a safe learning environment that takes into account the physical, emotional, and intellectual well-being of all students. Managing a classroom and maintaining respect and caring for all will promote higher student achievement. Without a safe learning environment, students are less likely to participate and more likely to become disengaged from learning and behave inappropriately.

Demonstrating concern and caring for each student can help build a sense of community in the classroom. According to Marzano (2007), several behaviors with students can increase academic achievement including making eye contact and friendly gestures, smiling, encouraging, and generally increasing the amount of time devoted to each interaction. Figure 1 below illustrates the various effect sizes for each teacher behavior. Having the appropriate mixture of concern, cooperation, guidance, and control in the classroom can help maintain an effective relationship with students.

Teacher Interactions with Students Source: Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Figure 1: Teacher Interactions with Students; Source: Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

During my internship so far, I have observed my mentor showing caring and compassion for students, as well as defusing potential problems and providing guidance. She accomplishes this through a variety of actions. One way is through setting expectations with students on appropriate behavior. For example, she has several posters on the wall that list how students want to feel at school (figure 2) and the acronym RULER, which stands for the social emotional learning curriculum that public schools use in my district (figure 3). She indicated that she discussed these expectations at the beginning of the year. She is also reviewing the classroom charter and the mood meter chart (figure 4) this week to reinforce the idea that students should feel safe and happy at school.

How students want to feel in class

Figure 2: How students want to feel in class

RULER: Social and Emotional Learning Curriculum

Figure 3: RULER is a Social and Emotional Learning Curriculum

Mood Meter Chart

Figure 4: Mood Meter Chart

Another way she promotes a safe and caring learning environment is by monitoring student behavior at all times. There is one student in the classroom that has anger management issues and I have observed her quickly helping the student calm down by either redirecting or having the student wait in the hall until calm enough to reenter the classroom. My mentor also makes eye contact and maintains composure in tense situations in order to calm down the student.

Through my observations so far, I have learned that promoting a friendly and respectful classroom is important for the teacher-student relationship. In my own interactions with students, I have smiled and made eye contact with them and shown appreciation if they complimented me on something. I have also shown an interest in what students have to say and even used humor when appropriate. In addition to these interactions, I also attended an after-school open house event related to World Cultures where I interacted with several students on a more informal basis.

Providing a safe and welcoming classroom environment can increase student learning. As I continue my internship, I hope to notice more ways I can demonstrate caring for students and discuss these ideas with my mentor.


Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: ASCD.

EDU 6526: Learner-Centered Approaches

As a future teacher, it is important for me to reflect on student personalities and emotions and how they can affect my instruction. I think what initially drew me to consider being a teacher was my desire to help all students with their personal and emotional struggles. I am a very nurturing person and building trust with my students is one of my top priorities. Sometimes a teacher is one of the main people a student can trust, especially when their home life is stressful or when they have few friends or peers to turn to for help. Carl Rogers proposed that there are six priorities for affective education:

1) Establishing a climate of trust
2) A participatory mode of decision-making
3) Uncovering the excitement of discovery learning
4) Teachers acting as facilitators of learning
5) Helping teachers to grow as persons
6) Promoting an awareness that the good life is within each of us

Carl Rogers believed that students were at the center and that learning happened when students found the information relevant to their own lives. Student personalities dictate how a student perceives information or experiences. According to Joyce, Weil, and Calhoun (2015), Carl Rogers believed that “positive human relationships enable people to grow, and therefore instruction should be based on concepts of human relations in contrast to concepts of subject matter” (p.285). In the nondirective model of teaching, the teacher plays the role of facilitator and the student is given authority to express their feelings and emotions without fear of being judged by the teacher. This builds a sense of compassion, empathy, trust, and respect between the teacher and student. I think when a student feels free to express themselves without the fear of being punished or judged, they can truly take responsibility for defining their problems and planning ways to correct and learn from them.

Related to these ideas is Howard Gardner’s multiple intelligence (MI) theory. Gardner suggests there are eight intelligences everyone possesses to a differing degree: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. This short video briefly describes each intelligence and provides a few examples for how to cultivate them in the classroom.

As an introverted person, I can certainly understand how personality and different intelligences can affect how one learns in the classroom. I am strong in intrapersonal intelligence and logical-mathematical intelligence, therefore I tended to work on my own and kept to myself for the most part. I also liked concrete answers and logical tasks, especially in math. But not all my students will be like me. How exactly can I take into account these differing learning styles and modify my instruction as a future elementary teacher? According to Howard Gardner (2009), “When child are young, we should encourage well roundedness. As they grow older, it becomes more important to discover and cultivate areas of strength. Livelihood and happiness are more likely to emerge under those circumstances.”

I need to understand that students have varying levels of all types of intelligences and that I may need to differentiate my instruction or homework assignments to accommodate for those differences. I believe that teaching in a variety of ways is the best solution to reaching the most students possible. That doesn’t mean I need to change up my teaching every hour of every days, but perhaps over the course of a semester I could incorporate music, exercise, nature, and personal activities into my lessons to encourage different intelligences. That way I can see what works for each student and learn to distinguish different intellectual strengths and styles on the fly (Gardner, 2009).


Gardner, H. & Edwards, O. (2009). “An Interview with Howard Gardner, Father of Multiple Intelligence.”

Joyce, B., Weil M., & Calhoun, E. (2015). Models of Teaching. 9th Ed. Upper Saddle River, NJ: Pearson Education, Inc.

McKnight, H. (2011). Multiple Intelligences [Video file]. Retrieved from http://youtu.be/cf6lqfNTmaM

Characteristics of an Effective Educator

There are many skills an educator needs in order to successfully teach students. Not only should an educator have a deep knowledge of the material, but they also need to have a kind and patient disposition. Being a leader and having a strong commitment to serving others is also necessary.

A good teacher is also a multitasker, a time manager, and a problem-solver. Managing a classroom full of second graders can be quite challenging I’m sure. When I volunteered in a third grade classroom, I realized how much effort it takes to make it through each day. An effective teacher needs to be able to juggle the needs of each and every student, while making sure that they all learn as much as possible in the short amount of time available each school year.

Perhaps above all of these characteristics, an effective educator loves their job. When a teacher loves their job, they are more likely to have a greater impact on students’ lives. It means they are willing to work hard and always strive to improve themselves as well as the students. One of the most rewarding aspects of teaching is when a teacher loves a subject so much that they teach it in a way that compels students to also become enamored with that subject. That is what makes an effective educator.

The teaching profession is one of the hardest professions a person can undertake. But I believe that the best teachers love their job despite all the challenges they face.