july 17 trese martirez

Kulitan habang walang magawa,...kung kay jovielyn lang naman  kanya na lahat ng pic,kay donna,at ate jhe..wagas kung makangiti hehehhe..hindi ko makakalimutan ang araw na ito dahil ito...jovielyn,,..pati pag tulog ko kinunan mo.laka ka..hehhehehe...

kung makangiti wagas..

hahahha..buti nalang hindi ka nan kinagat,,booomm...hehhhe

 nawalan ng upuan sa sahig naupo hehhehehehhe..

model ng tubig,...penge naman ako nyan..!

 akala ko buhok nya.!

External influences.

Teachers and students do not interact

in isolation; they are a part of a larger school community that

may support or constrain the development of positive relationships. It is difficult to disentangle the extent to which student–

teacher relationships and school climate influence one another,

and the extent to which the balance of influence shifts as students grow older and their experiences become more widely

distributed within a school. Nonetheless, there is ample evidence that school climate and the quality of student–teacher

relationships share a reciprocal association (e.g., Crosnoe et al.,

2004).

One interesting line of research in this area has highlighted the increasing mismatch between students’ continuing

need for emotional support and schools’ increasing departmentalization and impersonal climate as students move from

elementary to middle school (e.g., Roeser et al., 1998).

Teacher–student interactions that lead students to feel supported by their teachers, and smaller communities of teachers

and students, are important in enhancing young adolescents’

motivation and emotional well-being. Unfortunately, in most

middle schools, students spend very little time each day with

any one teacher, thus limiting their ability to form close connections. Furthermore, many middle schools approach students’ social and instructional needs from a perspective in

which management is the goal. The ensuing control-oriented

organization and techniques often backfire, creating less motivation and increasing student disengagement and hostility.

These school-level effects on student–teacher relations have

important implications for school-wide intervention, as discussed in the next section.

In sum, in student–teacher relationships, both parties

bring an assortment of goals, feelings, needs, and behavioral

styles that will ultimately affect the quality of the relationship

they form and, in turn, influence the value of their experiences

with one another in the classroom. These relationships may be

further enhanced or constrained by external factors such as the

climate and physical features of schools and classrooms.

Individuals:

Individuals:

 Demographic, Psychological, and Developmental Factors. At the most basic level, relationships incorporate features of individuals. They include biological facts

such as gender; biological processes such as temperament,

genetics, and responsiveness to stressors; developed features

such as personality, self-esteem, or social skills; as well as the

perceptions each individual holds of their relational partner

and the relationship itself. Below teacher and student characteristics that contribute to the development of their relationships with one another are discussed.

Teacher demographic factors show a fairly inconsistent

association with quality of the teacher–student relationship.

Teacher experience and education have shown little relation to

teachers’ or students’ reports about the qualities of their relationships (Stuhlman & Pianta, 2001; Wentzel, 2003). In contrast, teachers’ beliefs and perceptions about students andbout their own roles are much more salient to the formation

of supportive relationships in the classroom. Brophy (1985)

suggested that teachers view themselves primarily as instructors

or socializers and that their perceptions in relation to these two

roles affect the way they interact with students. Instructors

tend to respond more negatively to students who are underachievers, unmotivated, or disruptive during learning tasks,

whereas teachers who are socializers tend to act more negatively toward students they view as hostile, aggressive, or interpersonally disconnected. Teachers’ self-efficacy beliefs may also

affect the nature of the relationship they develop with students. Teachers who believe that they have an influence on students tend to interact in ways that enhance student investment

and achievement (Midgley, Feldlaufer, & Eccles, 1989).

Furthermore, when teachers hold high generalized expectations for student achievement, students tend to achieve more,

experience a greater sense of self-esteem and competence as

learners, and resist involvement in problem behaviors during

both childhood and adolescence (e.g., Roeser, Eccles, &

Sameroff, 1998); thus, these expectations are quite salient to

student–teacher relationships.

Teachers’ mental health may also play a role in relational

experiences, as evidenced by two recent studies. Among a

group of child care providers and preschool teachers, caregivers

reporting more depressive symptoms were less sensitive and

more likely to engage in negative interactions with young students (Hamre & Pianta, 2004), likely resulting in less positive

relationships. Teachers experiencing a recent loss or depression

in their personal lives were also more likely to respond in a

dependent fashion to students’ needs and have difficulty establishing emotional or behavioral boundaries for students (Zeller

& Pianta, 2004). These teachers report their relationships with

students as being a source of emotional support and comfort.

Little is known about the consequences of this type of emotional investment on the part of teachers, but an extensive

body of research on parenting suggests that a lack of boundaries can be harmful to children’s social development.

Just as teachers bring features of themselves into the classroom, students begin to make impressions on a teacher from

the moment they enter a classroom, impressions that are

important in the formation of the relationships that develop

over the course of the school year. Some characteristics, such as

gender, are both static and readily apparent to teachers,

whereas others are more psychological or behavioral in nature.

Students’ relationships with teachers change from elementary to junior high school. Relationships between teachers and

students become less personal, more formal, more evaluative, and

more competitive (Harter, 1996; Lynch & Cicchetti, 1997).

These changes can lead to more negative self-evaluations

and attitudes toward learning because the impersonal and

evaluative nature of the relational context in junior high does

not match well with the students’ relational needs (Roeser &

Galloway, 2002). This disparity applies particularly to students

who have lower levels of intrinsic motivation, in that teacher–

student relationships (typically viewed as potential resources)can actually exacerbate risk if they either are not positive or do

not match the developmental needs of the student (Harter,

1996).

Across grade levels, girls tend to form closer and less con-

flictual relationships with their teachers than do boys (e.g.,

Bracken & Craine, 1994; Ryan, Stiller, & Lynch, 1994).

Unfortunately the disproportionately female teaching workforce in elementary and middle schools makes it difficult to

determine whether this consistent finding is a reflection of gender bias. Findings from the adolescent literature suggest that

relational closeness may be higher for gender-matched dyads

(Drevets, Benton, & Bradley, 1996) but absent a major shift in

staffing of elementary and middle schools, the consequence

remains the same: Boys are at greater risk of relational difficulties in schools.

Other student characteristics that may be linked to the

relationships students develop with teachers include their own

social and academic competencies and problems. In particular,

disruptive behavior (observed, self-reported, and teacherreported) is consistently associated with formation of less supportive and more conflictual relationships (Hamre & Pianta,

2001; Ladd Birch, & Buhs, 1999; Murray & Greenberg,

2000). According to Ladd et al., this connection between

behavior and relationships may be the result, in part, of the

relational style of the student (moving toward, away, or

against), as discussed later in this chapter.

Information exchange processes: Feedback loops

between student and teacher. As with any system, the

components of the student–teacher relationship interact in

reciprocal exchanges, or loops, in which feedback is provided

across components, allowing information to be calibrated and

integrated in the feedback loops. In one way, dyadic relationships can be characterized by these feedback processes. This

view of interaction as carrying information is somewhat broader

than that of interaction as reinforcing or not. This perspective

makes explicit the link between interaction and the participants’ interpretation of the information embedded in the

interaction, which is consistent with the focus on relational

units of analysis. Furthermore, the qualities of information or

how it is exchanged (tone of voice, posture and proximity, timing of behavior, or contingency or reciprocity of behavior)

may be even more important than what is actually said or

done.

Research on student–teacher interactions as they relate to

student motivation provides some insight into associations

between these interactions and the quality of student–teacher

relationships. For example, a study of upper elementary teachers found that students had positive perceptions of the teacher

when teachers were more involved with students within the

social environment (Skinner & Belmont, 1993). A reciprocal

association was found between teacher and student behavior:

Teacher involvement fostered students’ classroom engagement,

and that engagement, in turn, led teachers to become more

involved. This study and others suggest that students who areable to form strong relationships with teachers are at an

advantage that may grow exponentially as the year progresses.

Student–Teacher Relationships

                                                                    Student–Teacher Relationships
BACKGROUND AND DEVELOPMENT
The Importance of Student–Teacher
Relationships
A sizable literature provides evidence that strong and supportive relationships between teachers and students are fundamental to the healthy development of all students in schools (e.g.,
see Birch & Ladd, 1998; Hamre & Pianta, 2001; Pianta,
1999). Positive student–teacher relationships serve as a
resource for students at risk of school failure, whereas conflict
or disconnection between students and adults may compound
that risk (Ladd & Burgess, 2001). Although the nature of these
relationships changes as students mature, the need for connection between students and adults in the school setting remains
strong from preschool to 12th grade (Crosnoe, Johnson, &
Elder, 2004). Furthermore, even as schools place increasing
attention on accountability and standardized testing, the social
quality of student-teacher relationships contributes to both
academic and social–emotional development (e.g., Gregory &
Weinstein, 2004; Hamre & Pianta, 2001). As such, student–
teacher relationships provide a unique entry point for educators and others working to improve the social and learning
environments of schools and classrooms. These relationships
may be a direct focus of intervention or may be viewed as one
important feature of successful implementation of many of the
other interventions described in this volume.
As children enter formal school settings, either in preschool or kindergarten, relationships with teachers provide the
foundation for successful adaptation to the social and academic environment. From the first day of school, young children must rely on teachers to provide them with the
understanding and support that will allow them to get the
most out of their daily interactions in the classroom. Children
who form close relationships with teachers enjoy school more
and get along better with peers. Positive relationships with
teachers can also serve as a secure base for young children; they
are better able to play and work on their own because they
know that if things get difficult or if they are upset, they can
count on their teacher to recognize and respond to these
problems.
Relationships with teachers may be particularly important
for children who display early academic or behavior problems.
In one study examining children at academic risk, a group of
children were designated as at risk for referral for special education or retention on the basis of low kindergarten screening
scores. Those who ultimately did get retained or referred
between kindergarten and second grade were compared with
those who, despite being high risk, were promoted or not
referred (Pianta, Steinberg, & Rollins, 1995). The children
who, despite predictions of retention or referral, were ultimately promoted or not referred had far more positive relationships with their teachers than their high-risk peers who
were retained or referred. Similarly, highly aggressive thirdand fourth-graders who are able to form supportive relationships with teachers are more likely than other aggressive
students to be well liked by peers (Hughes, Cavell, & Willson,
2001). Positive relationships with teachers may even help those
behaviorally at-risk students learn more adaptive behavior, as
evidenced in one recent study among a group of aggressive
African American and Hispanic students in which supportive
student–teacher relationships were associated with declines in
aggressive behavior between second and third grade (Meehan,
Hughes, & Cavell, 2003).
The need for positive relationships with teachers does not
diminish as children mature. Support in teacher–student relationships may be particularly salient at transition points, such
as the transition from elementary to middle school (Wentzel,
1998). Middle school teachers who convey emotional warmth
and acceptance as well as make themselves available regularly
for personal communication with students foster the positive
relational processes characteristic of support. These supportive
relationships help maintain students’ interests in academic and
social pursuits, which in turn lead to better grades and more
positive peer relationships. Although teachers are not the only
source of support for middle school students, the support students receive from their parents, peers, and teachers seemed to
have additive, thus fairly independent, effects. Thus, teacher

July 14 2012

Maaga akong Gumising para matapos agad ang gawain ko,dahil sa araw na to ay may pasok ako,buti na lamang ay pumasok ako..napaka inportante ng mga ginwa namin,at itinuro sa amin.
  Gusto kong isulat dito ang buong Dahilan kong bakit gusto kong mag aral at mag tapos,noon ay wala akong maki alam sa parent ko kung nag hihirap man sila,hindi ko inintindi ang mga nararamdaman nila,hindi ko inisip na yong mga pag papayo nila ay makakatulong sa akin,nang tumigil ako sa pag aaral,at mas ginusto kong mag trabaho,.....
  Narealize ko ngayon na tama pala ang mga sinasabi nila,dahil ng mag ka Gf ako nilalait nila ako na hindi ako na ka pag tapos ng pag aaral,kaya isinumpa ko sa sarili ko na ,mag tatapos ako at tutuparin ako ang mga pangarap ko na maging ''ARTIST''and Novels maker''Dahil sabi ko sa sarili ko na balang araw''Mara ipag mamalaki mo rin ako.
  Gusto kong makapag tapos at makahanap ng magandang trabaho na pag uumpisahan ng mga pangarap koh.''Hindi man ako si Capt;barbel na may tibay at lakas ng loob,para dalhin kayo sa inyong mga pangarap sanay maging dahilan na ang mga gagawin kong novels para sa mga mambabasa na tulad niyo,na kahit hindi ko makamit ang tagumpay ko,may magawa lang ako na mahalagang bagay na maipag mamalaki ako ng Gf koh,Lalong lalo na ng tatay ko..ok na ko don.
 

My teacher.

Jhames bas bas( photos)