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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).

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In an effort to gain acceptance and approval from students, they become too friendly or familiar.

The third type of negative teacher-student relationship, in contrast, exists in situations where students are convinced, rightly or wrongly, that teachers do not care about them and have no interest in whether they pass or fail their examinations.

Such students will not trust their teachers and may disengage from the subjects taught by these teachers or seek extra help elsewhere. Students respond much better when teachers show care and concern for them on a daily basis and treat them like real persons, within the accepted professional boundaries.

They operate in a professional manner and set very high standards for their students and for themselves.

They would never breach the sacred trust of students, parents, school administrators, or the society at large.

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