A good relationship between the student and the teachers is essential in ensuring a positive run in academic and social affairs on campus. Even in places where cultural aspects outline that the young should respect the old, both the instructor and the students play crucial roles in earning respect. Most college students expect their lecturers to be friendly, deliver good lecturers, prepare for class, be open-minded, and hold office hours (Miller et al. 261). At other times, students expect the instructors to be good to them, be understanding, keep the class awake, be entertaining, speak in tones that vary, give direct answers, and even surprise them from time to time. Below is an analysis of why there exist bad relationships between the students and their teachers and how to ensure that good relationships exist both in and outside the classroom.
On one hand, some students at the university level expect their instructors to respect them, yet they do the opposite. On the other hand, some students desire to be treated as the all-mighty and complain that their teachers do not treat them well. Hence, it is crucial for the students and the teachers not to ignore each other to ensure smooth relationships with each other. Teachers who demonstrate respect towards their students are winners since they enjoy the presence of a very active classroom (Miller et al. 261). However, when the teachers fail to show their students respect, they undermine their authority, creating a natural barrier that deters effective learning. It is important to note that students cannot thrive well in an environment where the lecturer oversteps their authority. Hence, teachers should assert that students should treat them with respect and ensure that they treat each other with kindness.
Reasons Why Bad Relationship Exists Between the Teachers and the Students
Students and teachers sometimes have unending relationship hitches due to ongoing unresolved conflicts and broken ties. Some of the reasons that lead to poor teachers and student relationships include: missed signals and crossed lines occurring either knowingly or unknowingly, for example, through teacher and student interactions on online platforms. Teachers at times become too friendly to the student and end up crossing the lines of professionalism even without sexual misconduct (Karpouza and Emvalotis 10). Exposure of the teachers’ personal and private life to the students through social media becomes part of the classroom life, resulting in students losing sight of the prevailing limits
In addition, teachers’ insensitivity to the students’ needs may also lead to bad relationships. A teacher may fail to note that not all students respond to lessons the same way as others and that some other students need personalized educational practices, leading to poor relationships. For instance, when the student does not volunteer in class, the teacher might think they are pathetic and disengaged, while they lack familiarity with the teaching style. Hence, troubles in the relationship begin due to failure to recognize individual student academic needs.
Troublesome behavior such as students being disrespectful, rude, or having condescending behavior toward their teachers may also lead to bad relationships. Even though teachers are to blame for such conduct, students are guilty. A teacher should be a caring, understanding, and knowledgeable person (Karpouza and Emvalotis 3). They should avoid showing frequent irritation, flaring tempers, and yelling at their students, leading to unhealthy student-teacher relationships and stress. Additionally, students who badmouth, disrespect, and ignore their teacher’s guidance promote strained relationships in the classroom environment.
Lastly, teacher bullying also leads to a bad relationship between teachers and their students. A teacher uses power to manipulate, punish or disparage a student beyond the acceptable disciplinary procedures resulting in dysfunctional student-teacher relationships. Students start feeling that their teachers do not have their best interests at heart, and the trust they have for them gets broken. In return, the students either withdraw entirely from the teacher or lash out at them.
Ensuring a Good Rapport among the Teachers and the Students
The existence of good relationships in the classroom environment is possible through the combined efforts of the students and the teachers. For example, to ensure respect exists between the teacher and their students, teachers should understand the differences between them. Such differences may include gender, color, religious beliefs, and cultural aspects. When the teacher is aware of these differences, they try to empower themselves to understand students’ different orientations (Miller et al. 261). In addition, the students will also be able to build respect towards the teachers. Hence, this will promote a caring learning environment, enhance the teacher’s ability to impact the students’ lives differently, and promote academic excellence.
Teachers should also be well aware of students’ expectations and reflect on their behavior in and outside the classroom. On the other hand, students ask their teachers to teach objectively, show respect, and grade honestly. Doing this creates a base of motivating the students since it’s soundproof that their voices are being heard in the learning environment, leading to increased self-esteem.
Effective learning is possible due to the establishment of an excellent relationship between the teachers and the students. As such, students and teachers should respect each other and ensure peaceful coexistence among themselves to have good relations. Teachers should avoid judging students without understanding where they are coming from or their circumstances. In addition, students should abstain from showing discord towards their teachers and their fellow students and follow their instructions.
Karpouza, Eleni, and Anastassios Emvalo. “Exploring the Teacher-Student Relationship in Graduate Education: A Constructivist Grounded Theory.” Teaching in Higher Education vol. 24, no. 2, pp. 1-20, Web.
Miller, Angela, et al. “The Influence of Teachers’ Self-Efficacy on Perceptions: Perceived Teacher Competence and Respect and Student Effort and Achievement.” Teaching and Teacher Education, vol. 64, 2017, pp. 260-269, Web.