Advertisement

Student–Teacher Relationships: The Elephant in the Classroom

  • Edward W. TaylorEmail author
Chapter
Part of the Knowledge Management and Organizational Learning book series (IAKM, volume 8)

Abstract

Teaching is a deeply subjective and relational activity; although often assumed to rest exclusively on effective instrumental practices, teaching’s success resides predominantly in the ability of the teacher to foster and engage reciprocating authentic connections with students. The import of teacher–student relationships is the central focus of this chapter. It explores the complexities that confound and confront student/teacher relationships and what is known empirically about its impact on learning and introduces key theoretical frameworks and core constructs used to make sense of this phenomenon. Discussed is the connection between knowledge management in the classroom and teacher–student relationships. The chapter ends with a discussion of strategies that can foster successful teacher–student relationships.

Keywords

Relationships Teaching Learning Higher education 

References

  1. Ayers, A. J. (2009). The right to be true. In R. Neta & D. Pritchard (Eds.), Arguing about knowledge (pp. 11–13). London: Routledge.Google Scholar
  2. Brookfield, S. (1998). Critically reflective practice. The Journal of Continuing Education in the Health Professions, 18, 197–205.CrossRefGoogle Scholar
  3. Cox, A. M. (2005). What are communities of practice? A comparative review of four seminal works. Journal of Information Science, 31(6), 527–540.  https://doi.org/10.1177/0165551505057016.CrossRefGoogle Scholar
  4. Cranton, P. (2006). Not making or shaping: Finding authenticity in faculty development. To Improve the Academy, 24(1), 70–85.  https://doi.org/10.1002/j.2334-4822.2006.tb00451.x.CrossRefGoogle Scholar
  5. Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55, 5), 5–5),22.  https://doi.org/10.1177/0741713604268894.CrossRefGoogle Scholar
  6. Creasey, G., Jarvis, P., & Knapcik, E. (2009). A measure to assess student-instructor relationships. International Journal for the Scholarship of Teaching and Learning, 3(2).  https://doi.org/10.20429/ijsotl.2009.030214.
  7. Docan-Morgan, T. (2011). “Everything changed”: Relational turning point events in college teacher-student relationships from teachers’ perspectives. Communication Education, 60(1), 20–50.  https://doi.org/10.1080/03634523.2010.497223.CrossRefGoogle Scholar
  8. Docan-Morgan, T., & Manusov, V. (2009). Relational turning point events and their outcomes in college teacher-student relationships from students’ perspectives. Communication Education, 58(2), 155–188.  https://doi.org/10.1080/03634520802515713.CrossRefGoogle Scholar
  9. Ei, S., & Bowen, A. (2016). College students’ perceptions of student-instructor relationships. Ethics and Behavior, 12(2), 177–190.CrossRefGoogle Scholar
  10. Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49(3), 207–219.  https://doi.org/10.1080/03634520009379209.CrossRefGoogle Scholar
  11. Hagenauer, G., Gläser-Zikuda, M., & Volet, S. (2016). University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts. Frontline Learning Research, 4(3), 44–74.  https://doi.org/10.14786/flr.v4i2.236.CrossRefGoogle Scholar
  12. Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: An important yet under-researched field. Oxford Review of Education, 4985(November 2015), 370–388.  https://doi.org/10.1080/03054985.2014.921613.CrossRefGoogle Scholar
  13. Haidet, P., & Stein, H. F. (2006). The role of the student-teacher relationship in the formation of physicians: The hidden curriculum as process. Journal of General Internal Medicine, 21(Suppl. 1), 16–20.  https://doi.org/10.1111/j.1525-1497.2006.00304.x.CrossRefGoogle Scholar
  14. Hobson, J., & Morrison-Saunders, A. (2013). Reframing teaching relationships: From student-centred to subject-centred learning. Teaching in Higher Education, 18(7), 773–783.  https://doi.org/10.1080/13562517.2013.836095 CrossRefGoogle Scholar
  15. Hosek, A. M., & Presley, R. (2018). College student perceptions of the (in)appropriateness and functions of teacher disclosure. College Teaching, 66(2), 63–72.  https://doi.org/10.1080/87567555.2017.1385587.CrossRefGoogle Scholar
  16. Jamieson, P. (2003). Designing more effective on-campus teaching and learning spaces: A role for academic developers. International Journal of Academic Development, 8, 119–133.CrossRefGoogle Scholar
  17. Jordan, J. V. (2017). Relational–cultural theory: The power of connection to transform our lives. Journal of Humanistic Counseling, 56(3), 228–243.  https://doi.org/10.1002/johc.12055.CrossRefGoogle Scholar
  18. Jordan, J. V., Hartling, L. M., & Walker, M. (Eds.). (2004). The complexity of connection: Writings from the Stone Center’s Jean Baker Miller Training Institute. New York: Guilford Press.Google Scholar
  19. Karpouza, E., & Emvalotis, A. (2018). Exploring the teacher-student relationship in graduate education: A constructivist grounded theory. Teaching in Higher Education, 1–20.  https://doi.org/10.1080/13562517.2018.1468319 CrossRefGoogle Scholar
  20. Keeley, J., Smith, D., & Buskist, W. (2006). The teacher behaviors checklist: Factor analysis of its utility for evaluating teaching. Teaching of Psychology, 33(2), 84–91.CrossRefGoogle Scholar
  21. Kim, Y. K., & Sax, L. J. (2009). Student-faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. Research in Higher Education, 50(5), 437–459.  https://doi.org/10.1007/s11162-009-9127-x.CrossRefGoogle Scholar
  22. Miller, J. B. (1986). What do we mean by relationships? Work in progress, no. 22. Working paper series. Wellesley, MA: Stone Center.Google Scholar
  23. Miller, J. B. (1988). Connections, disconnections, and violations. Work in progress, no. 33. Working paper series. Wellesley, MA: Stone Center.Google Scholar
  24. Miller, A. N., Katt, J. A., Brown, T., & Sivo, S. A. (2014). The relationship of instructor self-disclosure, nonverbal immediacy, and credibility to student incivility in the college classroom. Communication Education, 63(1), 1–16.  https://doi.org/10.1080/03634523.2013.835054.CrossRefGoogle Scholar
  25. Murphy, M., & Brown, T. (2012). Learning as relational: Intersubjectivity and pedagogy in higher education. International Journal of Lifelong Education, 31(5), 643–654.  https://doi.org/10.1080/02601370.2012.700648 CrossRefGoogle Scholar
  26. Nguyen, D. J., & Larson, J. B. (2015). Don’t forget about the body: Exploring the curricular possibilities of embodied pedagogy. Innovations in Higher Education, 40(4), 331–344.  https://doi.org/10.1007/s10755-015-9319-6.CrossRefGoogle Scholar
  27. Pascarella, E. T. (1980). Student–faculty informal contact and college outcomes. Review of Educational Research, 50(4), 545–595.CrossRefGoogle Scholar
  28. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (volume 2): A third decade of research. San Francisco, CA: Jossey-Bass.Google Scholar
  29. Quinlan, K. M. (2016). How higher education feels. Boston, MA: Sense Publishers.CrossRefGoogle Scholar
  30. Richmond, V. P., McCroskey, J. C., & Mottet, T. (2006). Student incivility and resistance in the classroom. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), In the handbook of instructional communication (pp. 235–252). New York: Routledge.Google Scholar
  31. Rosenberg, M., & McCullough, B. C. (1981). Mattering: Inferred significance and mental health among adolescents. Research in Community and Mental Health, 2, 163–182.Google Scholar
  32. Ryder, R., & Hepworth, J. (1990). AAMFT ethical code: “Dual relationships”. Journal of Marital and Family Therapy, 16(2), 127–132.CrossRefGoogle Scholar
  33. Schwartz, H. L. 2013. “Dinner at Fitzwilly’s: Intellectual mattering in developmental relationships.” In Sixth annual mentoring conference proceedings: Impact and effectiveness of developmental relationship, edited by N. Dominguez and Y. Gandert. Albuquerque, NM: University of New Mexico. https://www.researchgate.net/publication/267694513_Dinner_at_Fitzwilly’s_Intellectual_Mattering_in_Developmental_Relationships
  34. Seidel, S. B., & Tanner, K. D. (2013). “What if students revolt?”—Considering student resistance: Origins, options, and opportunities for investigation. CBE Life Sciences Education, 12, 586–595.  https://doi.org/10.1187/cbe-13-09-0190.CrossRefGoogle Scholar
  35. Sidorkin, A. (2002). Learning relations. Impure education, deschooled schools and dialogue with evil. New York: Peter Lang.Google Scholar
  36. Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457–477.  https://doi.org/10.1007/s10648-011-9170-y.CrossRefGoogle Scholar
  37. Strayhorn, T. (2016). Transition to higher education—In search of belonging. In K. M. Quinlan (Ed.), How higher education feels (pp. 23–52). Amsterdam: Sense Publishers.CrossRefGoogle Scholar
  38. Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.  https://doi.org/10.1023/A:1026131715856.CrossRefGoogle Scholar
  39. Taylor, J., & Turner, R. J. (2019). A longitudinal study of the role and significance of mattering to others for depressive symptoms. Journal of Health and Social Behavior, 42(3), 310–325.CrossRefGoogle Scholar
  40. Tiberius, R. G., Sinai, J., & Flak, E. A. (2002). The role of teacher-learner relationships in medical education. In International handbook of research in medical education (pp. 463–497). Great Britain: Kluwer Academic.CrossRefGoogle Scholar
  41. Titsworth, B. S. (2001). Immediate and delayed effects of interest cues and engagement cues on students’ affective learning. Communication Studies, 52(3), 169–179.  https://doi.org/10.1080/1051097010938855.CrossRefGoogle Scholar
  42. Titsworth, S., & Mazer, J. P. (2010). Clarity in teaching and learning: Conundrums, consequences and opportunities. In D. L. Fassett & J. T. Warren (Eds.), The SAGE handbook of communication and instruction (pp. 241–262). Thousand Oaks, CA: Sage.Google Scholar
  43. Weimer, M. (2013). Learner-centered teaching and transformative learning. In E. W. Taylor & P. Cranton (Eds.), Handbook of transformative learning: Theory, research and practice. San Francisco, CA: Jossey-Bass.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Penn State University-HarrisburgMiddletownUSA

Personalised recommendations