Teacher-Student Relationships E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B MHS Single Issue Mental Health Services
• Sprache: Englisch

Seitenzahl: 206

Veröffentlichungsjahr: 2013

Beschreibung

Explore the complexity of teacher-student relationships in secondary school settings and learn how these largely unscripted relationships function for students and teachers in their learning and socioemotional development. For teachers, the relationships provide a foundation for pedagogical and curricular endeavors and lead to their increased investment in students' growth, development, and academic success. Students who have such relationships feel more comfortable in their learning environments, interested in the material, and motivated to perform well. We discuss what these relationships look like from the perspectives of teacher and student. Topics include: * Drawing appropriate boundaries * School-provided guidelines and guidance * Formats for supporting teachers * A whole school approach to working on students' emotional challenges * Relationships in after-school programs. The voices of teachers and students in this volume show how much young people want to feel known and engage with teachers and how much teachers feel rewarded and invigorated by taking the step to connect with students on this level. This is the 137th volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions.

Leseprobe

Table of Contents

Title page

Copyright page

Editorial Board

Issue Authors’ Notes

What is a personalized school environment? What are teacher-student relationships?

A move to personalized school environments

The challenge of personalization and teacher-student relationships

Executive Summary

Chapter One: Teacher-student relationships: A growing field of study

Chapter Two: Relationships, learning, and development: A student perspective

Chapter Three: Learning together: Teaching, relationships, and teachers’ work

Chapter Four: Youth development practitioners and their relationships in schools and after-school programs

Chapter Five: Establishing and maintaining boundaries in teacher-student relationships

Chapter Six: The role of a student support system and the clinical consultant

Chapter Seven: Working with teachers to develop healthy relationships with students

Chapter Eight: A dialogue between an educator and psychologist

Chapter 1: Teacher-student relationships: A growing field of study

Adolescent emotional challenges

School structures challenge meaningful teacher-student interaction

Relationships and school dropout

Academic outcomes

Environments that enable positive teacher-student relationships

Relationships and the struggle over boundaries

Conclusion

Chapter 2: Relationships, learning, and development: A student perspective

Teacher-student relationships and the personalized classroom

Teacher-student relationships and students’ socioemotional development

Conclusion

Chapter 3: Learning together: Teaching, relationships, and teachers’ work

Relationships as instrumental to teaching and learning

Relationships as professional responsibility

Relationships as intrinsically rewarding

Challenges and dilemmas of these relationships: Becoming overly involved

Conclusion

Chapter 4: Youth development practitioners and their relationships in schools and after-school programs

Quantity and quality of relationships

Teachers and nonteacher educators

The youth development practioner: Educator, mentor, connector

Youth development workers, boundaries, and training

Chapter 5: Establishing and maintaining boundaries in teacher-student relationships

The challenge of teacher-student relationships

Students’ perspective on boundaries in relationships

Draw clear boundaries in close relationships

Draw boundaries in social media environments

Conclusion

Chapter 6: The role of a student support system and the clinical consultant

The public health pyramid

The role of the student support team

Conclusion

Chapter 7: Working with teachers to develop healthy relationships with students

Conducting professional development around relationships

Part 1: A short reflection and follow-up discussion

Part 2: Examining boundary dilemmas

Conclusion

Appendix: Boundary scenarios

Chapter 8: A dialogue between an educator and psychologist

Index

TEACHER-STUDENT RELATIONSHIPS: TOWARD PERSONALIZED EDUCATION

Beth Bernstein-Yamashiro, Gil G. Noam (authors)

New Directions for Youth Development, No. 137, Spring 2013

Gil G. Noam, Editor-in-Chief

This is a peer-reviewed journal.

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NEW DIRECTIONS FOR YOUTH DEVELOPMENT (ISSN 1533-8916, electronic ISSN 1537-5781) is part of the Jossey-Bass Psychology Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send address changes to New Directions for Youth Development, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

SUBSCRIPTIONS for individuals cost $89.00 for U.S./Canada/Mexico; $113.00 international. For institutions, agencies, and libraries, $298.00 U.S.; $338.00 Canada/Mexico; $372.00 international. Electronic only: $89 for individuals all regions; $298 for institutions all regions. Print and electronic: $98 for individuals in the U.S., Canada, and Mexico; $122 for individuals for the rest of the world; $343 for institutions in the U.S.; $383 for institutions in Canada and Mexico; $417 for institutions for the rest of the world. Prices subject to change. Refer to the order form that appears at the back of most volumes of this journal.

EDITORIAL CORRESPONDENCE should be sent to the Editor-in-Chief, Dr. Gil G. Noam, McLean Hospital, Harvard Medical School, 115 Mill Street, Belmont, MA 02478.

Cover photograph by © Christopher Futcher/iStockphoto

www.josseybass.com

ISBN: 9781118660669

ISBN: 9781118661123 (epdf)

ISBN: 9781118661154 (epub)

ISBN: 9781118675137 (mobi)

Gil G. Noam, Editor-in-Chief

Harvard University and McLean Hospital

Editorial Board

K. Anthony AppiahPrinceton UniversityPrinceton, N.J.

Dale A. BlythUniversity of MinnesotaMinneapolis, Minn.

Dante CicchettiUniversity of MinnesotaMinneapolis, Minn.

William DamonStanford UniversityPalo Alto, Calif.

Goéry DelacôteAt-Bristol Science MuseumBristol, England

Felton EarlsHarvard Medical SchoolBoston, Mass.

Jacquelynne S. EcclesUniversity of MichiganAnn Arbor, Mich.

Wolfgang EdelsteinMax Planck Institute for Human DevelopmentBerlin, Germany

Kurt FischerHarvard Graduate School of EducationCambridge, Mass.

Carol GilliganNew York University Law SchoolNew York, N.Y.

Robert GrangerW. T. Grant FoundationNew York, N.Y.

Ira HarkavyUniversity of PhiladelphiaPhiladelphia, Penn.

Reed LarsonUniversity of Illinois at Urbana-ChampaignUrbana-Champaign, Ill.

Richard LernerTufts UniversityMedford, Mass.

Milbrey W. McLaughlinStanford UniversityStanford, Calif.

Pedro NogueraNew York UniversityNew York, N.Y.

Fritz OserUniversity of FribourgFribourg, Switzerland

Karen PittmanThe Forum for Youth InvestmentWashington, D.C.

Jane QuinnThe Children’s Aid SocietyNew York, N.Y.

Jean RhodesUniversity of Massachusetts, BostonBoston, Mass.

Rainer SilbereisenUniversity of JenaJena, Germany

Elizabeth StageUniversity of California at BerkeleyBerkeley, Calif.

Hans SteinerStanford Medical SchoolStanford, Calif.

Carola Suárez-OrozcoNew York UniversityNew York, N.Y.

Marcelo Suárez-OrozcoNew York UniversityNew York, N.Y.

Erin Cooney, Editorial Manager

Program in Education, Afterschool and Resiliency (PEAR)

Issue Authors’ Notes

She was my English teacher in ninth grade and we had to talk about ourselves and write about it. And she didn’t just read our stories that were about us and just grade them and give them back to us. She would talk to us about ’em. If there was something that she thought needed to be talked about individually she would talk to you. Or if you wanted to talk about it, you could talk to her. And she would go out of her time to do it and she wouldn’t just hand the paper back and say, “It wasn’t written right.” Even if the writing wasn’t good, she would still discuss it.