The Impact of Teacher-Student Relationship, Essay Example

Learning involves a process of acquiring knowledge or skills through practice, experience by having to be taught by the teacher. Learning does not mean the capacity of students to understand. In embarking to e learning of a second language, what does one think are the possible influences the teacher-student relationship has on the matter? Well, from the multi-media video presentation of the second language in which case its location finds in ( http://www.youtube.com/watch?v=larmndpgBpU ), one can suffice that the teacher-student relationship play pivotal role in establishing a good attitude towards learning and getting acquainted properly with a new language other than the one’s native language. One can also impose the relationship on the need of the student to contain the contemplation on the reason why he or she is undergoing the process, and for what is placing the efforts towards the success. The relationship also, on the other hand, may incorporate the teacher’s willingness to have the focus on how to respond to their student’s needs and demands. As such, one should analyze some relationships that connect student’s motivation and the teacher motivation, in which case it involves measuring the victorious outcomes of some aspect of learning. Indubitably, the intervention of humans in the process of learning arouses some great realm of defining the handling of the proper way of studying. Thus, this paper will explore and discus how the strengthening and motivation of the student-teacher relationship could better the learning of a second language. The main claim of the paper is that the strengthened student-teacher relationship improves the learning of the second language.

A strengthened or motivated teacher-student relationship is the most desired component in the process of learning. Such a relationship, especially in the case of learning the second language, influences the process of learning. It is notable that students and the teacher have some different point of views and even agendas when it comes to their involvement of the learning process. Teachers are usually on the giving end of the process of learning whereas the students are on the receiving ends of the process of learning. This implies teachers are the ones who dominate the process of learning though the students play also a significant part in the process, as they are the managers of the process. Therefore, since the students are the ones in need of support from the teachers, they are the ones to show how the learning process would progress towards its completion. Therefore, when students do not become anxious and value the support toward their teachers the learning process would move smoothly without complains. However, when the students develop anxiousness during the process of learning, the relations between the teacher and students will lapse, and there will be no smooth learning. Thus, a strengthened and motivated teacher relationship is quite significant component in learning the second language (Hooks, 1994, p.297).

To strengthened or motivate the relationship of the teacher and student, teachers ought to view themselves as models for the students. It is at such points that teachers will see themselves, as somewhat the conditions by which they will make some distinctive impacts on how the students view their lessons. Moreover, the learners will be able to understand the relevance of each of the lesson in their practical lives. In Hook’s writings, she had to mention that teachers who understand their tasks and roles are the ones who will be able to have some influence positively to their students (Hooks, 1994, p.297). The relationship that will result from such phenomena will improve the learning process of the second language altogether. Such an approach of strengthening or rater motivation between the teacher and the student will leave some good sense of the effect. This is by how the students develop independently, especially in relation to the expertise that they are aiming to obtain in the second language learning. Therefore, strengthening the relationship between the student and teacher will improve the learning of the second language or lessen, depending on the model of teachers (Hooks, 2000. P. 297).

Teachers should also play a significant role in stating and placing the trust to students to work and learn the lessons the teachers present to them. Believably, the decision will make the teachers ease his or her work, in addition to, making his or her presentations more effective, especially in connection to how the students respond to the matter. Through his concept, Matsuda was able to insinuate especially by his definition of teaching, in which case he reiterates the needs to the establishment of the agreements between the teacher and the student in entirety. (Matsuda 2010 p.  372). Such an agreement, in which case it causes the relative condition of developments, increases the strengthening and the motivation of the teacher-students relationship, in addition to, enhancing the interest of the students to learn and apply what they have had to learn in classrooms. This will influence the success of the students in performing exceptionally well in their learning and make teachers ease their work (Matsuda, 2010, p.272).

Moreover, for the relationship of the teachers and students to have an enormous impact on second language learning, teachers ought to distinguish between the financial needs they have and the desire to instill knowledge onto students. Teachers ought to follow the curriculum stipulated to them and above that teachers ought to have the motivation and talent and desire to teach whatever it is that students expect in class. It is a fact that whenever students feel that the teacher is not delivering to the standard, they tend to build some negative attitude towards the teachers and probably towards the subject and ultimately towards learning (Marcus, 1992). This will alter and weaken the relationship between students and teachers. In addition, it is up to the teachers to bring the students by motivating them and encouraging them, so they get the psych to learn, and hence, the relationship will influence the student’s success as the closeness will encourage cooperation and eliminate any anxiety that may have had between the teacher and the students. As such for the process of second learning to be a success, teachers ought to relax their desire of having money and focus on leaving a mark on the student by ensuring they create some sense of fulfillment that will last forever. This will result to strengthened student teacher relationship and such will have a tremendous impact on the success of the students. In contrast, it will result in poor performance and a deteriorated relationship between the teacher and student. Therefore, a tremendous influence on the success of the learning process will result whenever the teachers up their desire to instill knowledge rather than focusing on their financial desires (MacWhinney, 2010).

The social support from teachers makes a significant component that may have a positive impact on the student’s academic performance. When a student gets some emotional support by their teacher, they tend to engage actively and hence, make some considerable effort in their academic activities. They are likely to have the comprehensive self-regulated erudition second language strategies. Some researchers have had to show that students like learning or rather the school if the feel the support with respect and praise from their teachers (Carter, 2006).

In conclusion, as the presentation of the multimedia demonstrates, the connection between the student and the teacher has a significant influence on the learning of a new language. The whole presentation reiterates the pivotal parts that help in the learning of a second language, though the students and the teachers plays the roles separately, and sometimes uniformly. The teaching process, in entirety, contributes a lot on how the learning influences the student. It is only the circumstance that student contains towards learning, and this makes it easier for him to become acquainted with the new language, hence, allowing him or her to use it in presentations and speeches as a form of communication and conversations. Ultimately, it is upon the teachers and the students themselves to change their attitudes and be positive towards learning process. This will resolve the issue of unbalanced outcomes that cause the students of second language learning and the whole professions in general. Therefore, the strengthened and motivated relations between teachers and students will have a significant influence on the success of the second language learning depending on the parties’ attitudes involved (Hooks, 1994, p.272).

Works Cited

Hooks, Bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.

Matsuda, Aya. (2010). World Englishes and Teaching of Writing.

Marcus, G.F. (1992). Negative evidence in language acquisition. Cognition. Department of Brain And Cognitive Sciences, Massachusetts Institute of Technology, Cambridge. http://www.denizyuret.com/ref/marcus_gf/marcus93.pdf. (Retrieved on November 30,2012)

MacWhinney, B. (2010). Rethinking the Logical Problem of Language Acquisition. http://www2.uniwuppertal.de/FB4/anglistik/multhaup/methods_elt/pdf_files/MacWhinny_Rethinking_Logical_Problem.pdf.   (Retrieved on November 30, 2012).

Carter, Beverly-Anne. (2006). Teachers, Students Responsibility in Foreign Language Learning. New York: Lang.

YouTube. (2012). Second Language Acquisition Learning. [located at http://www.youtube.com/watch?v=larmndpgBpU ]. (Retrieved on November 30, 2012)