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Bullying among young children: The influence of peers and teachers.
Teachers who use more learner-centered practices (i.e., practices that show sensitivity to individual differences among students, include students in the decision-making, and acknowledge students' developmental, personal and relational needs) produced greater motivation in their students than those who used fewer of such practices (Daniels & Perry, 2003).
Children's drawings provide a new perspective on teacher-child relationship quality and school adjustment.
Differential susceptibility to sensitivity: Maternal and teacher influences on children's kindergarten behavior problems.
Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students' developmental, emotional and academic needs.
Here are some concrete examples of closeness between a teacher and a student: Positive teacher-student relationships — evidenced by teachers' reports of low conflict, a high degree of closeness and support, and little dependency — have been shown to support students' adjustment to school, contribute to their social skills, promote academic performance and foster students' resiliency in academic performance (Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Curby, Rimm-Kaufman, & Ponitz, 2009; Ewing & Taylor, 2009; Hamre & Pianta, 2001; Rudasill, Reio, Stipanovic, & Taylor, 2010).
Specifically, students who had more conflict with their teachers or showed more dependency toward their teachers in kindergarten also had lower academic achievement (as reflected in mathematics and language arts grades) and more behavioral problems (e.g., poorer work habits, more discipline problems) through the eighth grade.
These findings were greater for boys than for girls (Hamre & Pianta, 2001). Further, kindergarteners with better teacher-student relationships showed better performance on measures of early academic skills (Birch & Ladd, 1997). The quality of early teacher-student relationships has a long-lasting impact. Children's interpersonal behaviors and the teacher-child relationship. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships. Picture a student who feels a strong personal connection to her teacher, talks with her teacher frequently, and receives more constructive guidance and praise rather than just criticism from her teacher. The consistency of perceived teacher-child relationships between preschool and kindergarten.