A STUDY OF TEACHER AND STUDENT RELATIONSHIP IN MATHS IN A GYMNASIUM SCHOOL IN CYPRUS
For academic growth in mathematics to be achieved, a good relationship between a student and a teacher has to exist. Being able to come up with a positive relationship may prove to be tasking. It is however easy to create a good learning environment. Learning is a two way process since both parties get to learn from each other. The student’s responsibility is to learn mathematics from the teacher while the teacher is supposed to work on their skills of teaching to ensure that lessons are interesting and easy to be understood (Goddard, 2016). A study on a gymnasium school in Cyprus helped explain how students view the relationship that exists between them and the mathematics teacher and the effect the relationship has on their engagement. The study also explains how teachers of Maths view the relationship they have with their students and the effect it has on their engagement.
Students view their relationship with their Maths teacher as supportive. There are students who do better in mathematics than others in the class. The teacher however handles each student as an individual in most cases. After teaching a certain aspect in class, students take turns in approaching the teacher in instances when they need clarification. At the end of the day, all the students understand the concept. The students are therefore in a position to participate in class and move forward as a team. By showing a level of keenness to assist students in hardships, the students work hard to ensure that they create a sense of pride in their teachers.
Students also view their relationship with the Maths teacher as one filled with mutual respect, great trust and good feedback. The mathematics teacher tends to show that they respect the students by accommodating their opinions and answers in class. The opinion does not have to be right but by accommodating the students, a sense of belonging is created. Good feedback and trust is illustrated when a teacher tells a student that they are good performers and that they can do much better. It also involves giving praises to students with approval words and applauses of celebration. Students are motivated to work harder and do better once the teacher shows that they believe in them.
Maths teacher view the relationship with their students as one which is characterized by true equity. The teachers ensure that they maintain fairness when dealing with each student by giving each of them an equal opportunity to learn. Equal division of textbooks and mathematical instruments is exercised. They also avoid a situation where they have their favorites in class since it may create resentment among other students who may feel like they are marginalized. They give student a chance to equally participate in class activities such as answering of questions. According to Hill (2015) the effect of equity on engagement is that each student feels that their presence is appreciated and their confidence on the subject is enhanced.
The teachers also believe that good and consistent communication exists between them and the students. The teachers create an environment where students can express their academic needs and how the teacher can work on the teaching habits to enhance effective learning in the class. It may be hard for a teacher to cater and understand the problems of each student in class but being able to acquire a general idea shapes communication. As a result, students feel the right to be open to the teacher and it becomes easier for the student to approach the teacher whenever they need intervention.
Hill, H.C., Rowan, B. and Ball, D.L., 2015. Effects of teachers’ mathematical knowledge for teaching on student achievement. American educational research journal, 42(2), pp.371-406.
Goddard, R.D., Hoy, W.K. and Hoy, A.W., 2016. Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), pp.479-507.