Importance Of Positive Teacher Pupil Relationship English Language Essay

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The importance of a teacher and pupil relationship is vital in a classroom as this is what helps the child to learn, Teachers should be able to interact with their pupils and should know their names almost immediately to be able to start a relationship of trust with the pupils. The teacher has to be assertive yet friendly with their pupils. If the teacher is to show their authority at the start of the year with the pupils, or the teacher is too strict with the pupils, this can cause lots of problems within the classroom. Then the pupils can rebel against the teacher and this can cause problems for the next ten months within the learning environment. Pupils must have the reassurance that the teacher can be trusting as the first two weeks can be hard for the pupils to adjust to their new surroundings and that the teacher can understand a pupil.

The teacher has to gain respect from the pupils and in return be able to understand the need of the pupils. Most teachers are easy going, some are even laid back which can cause problems within the classroom, as the pupils may find that they can walk all over the teacher and then the pupils would have no respect for the teacher then the teacher would find this situation hard to overcome. The teacher has to learn that although they can be friendly they have to show some authority in the classroom to earn the respect.

Teachers must have the ability to understand that pupils have different ways of learning, and that the teacher can understand that the pupils have different learning techniques to help and encourage pupils to gain the best out of a classroom. If the pupil is struggling with their work, the pupil must have the confidence to be able to go to the teacher and ask for help. If the teacher can gain the respect of the pupils and the classroom runs smoothly then the teacher can spend the time they have with their pupils learning. A good confident teacher is a great role model and that the pupils would have a great learning environment, feeling happy to learn and happy within their learning environment. To have a good teacher and pupil friendly relationship is a great way to succeed in the classroom.

Teachers must have the ability to be able to engage with the pupils within the lesson and understand that the pupil or pupils have settled down and understood the task of the lesson that has been given to them. If the pupils are having problems within their schooling or within their lesson, then the pupil should have the confidence to approach the teacher, the teacher should also have the knowledge to communicate with the pupils and they should be aware that if pupils are having problems either in school or at home, the teacher should be able to identify this and try to resolve the problems.

Discuss the purpose of setting boundaries and why are these important? (1.3) 250 words approx.

Boundaries are essential in a classroom; these boundaries are set so that the pupils know the rights and wrongs of how a classroom should be run. Rules can be misled by pupils so instead of rules which could be pushed aside by pupils, they use the word boundaries, which more or less mean the same but are used as a deterrent to stop misbehaviour within the learning environment. Boundaries are important in the classroom to ensure the safety of the teacher and the pupils.

If these boundaries were not set, then teachers would not be able to teach as the pupils would feel they have the right to do as they wish, which could cause all sorts of problems for example, fighting, pupils disrespecting teachers and their learning environment, having no respect for anyone who is there to teach them and help pupils try to succeed in their life ahead. If teachers were to have no boundaries in their classroom, there would be a constant array of conflict within the classroom, which could be extremely dangerous for teachers and other pupils or even parents.

Boundaries are also set because they are used within a positive way, which can rule out any negativity with pupils for example, if pupils have a fall out outside the classroom, then they know not to bring their differences within the learning environment. Boundaries are there for a good reason, they help the pupils begin to understand how to obey the people they meet along their way in life.

Give examples of the ways in which boundaries can be established from the start of the lesson (1.3) 500 words approx.

Boundaries can be established from the start of a lesson by clearly and visibly having the rules on show in the classroom for all the pupils to see, it is quite easily missed if they are out of sight, as pupils will not look for the boundaries on the walls, they will just come into class and presume that there is no rules or boundaries

There is a number of ways in which boundaries can be established at the start of a lesson, Another way of getting your boundaries across to fellow pupils is by saying the rules or boundaries in a vocal way once your class has settled down. One way is that the teacher could always have a discussion with the pupils about the boundaries that have been placed within the classroom and that the rules or boundaries are there for the safety and the security of the pupils or teachers that teach within the classroom.

Another way is joining pupils in with the rules or boundaries of the classroom, to ask them what rules or boundaries they would like to have and how this can be helpful within the learning environment? Within reason, If pupils were asked to join in with the boundaries, their comments would have to be sensible one otherwise they would not be looked at, take note on how the pupils will give their answers, once the pupils have finished with their boundary list, the teacher could then have a discussion about the rules or boundaries they the pupils have come up with and make sure that the pupils join in with the rules of the classroom that are already set for the class and see if the rules in the classroom differ from the ones that the fellow student or pupils give, and work towards the outcome but making sure the teacher still has the end say of the discussion with the pupils.

Awards could also be used to encourage boundaries by giving pupils yellow cards to take home to show parents what good behaviour they have show in school, red cards for children that have disrupted lessons or been disrespectful towards the teachers, or even have the pupils to sit on a chair in the classroom for a five minute time out. Pasta is also a good reward for the whole classroom, if all the pupils are well behaved and abide by the boundaries set for the classroom, then at the end of every term the whole class of pupils can get a small reward. Giving rewards is a good way of making sure that the boundaries set for the beginning of lessons are a ideal way of making sure that pupils obey the rules and that the safety of the teachers and pupils is at a high.

Research and prepare a report (including a detailed case study) which includes the following:

' An overview of some of the emotional factors that should be taken into account when considering effective teaching and learning experiences (2.1)

' An analysis and evaluation of the impact of emotional conditions on learning. Give examples of potential barriers and discuss how these can be overcome (2.2) 2,000 words approx.

Case Study

William is a six year old child who finds it hard to cope within the classroom; William is very fidgety and gets distracted easily. He struggles to sit and join in with the carpet activities, and finds it hard to keep still when he is seated. On observation William is asked a question, he struggles to make a decision on what he wants to say and this make him unable to give an answer, he get very frustrated with himself. William sometimes shouts out the answers before the teacher has finished asking the question. William has a tendency to get up and walk around the classroom if and when he likes, when the teacher asks him to sit down, William gets quite grumpy, and other times he just comes and sits back down as if he is in a world of his own. William sometimes walks like he is in a daze and gets very bored with the toys that he picks up to play with.

William is very demanding and gets agitated when he does not get his own way, he finds it extremely frustrating when he has to wait his turn, and William does not think about the consequences of his actions, he then becomes very disruptive within the classroom which then disrupts all the other children in the classroom. William shows signs of hyperactivity which he seems to have no control over and he finds that staying in one place for not so long causes him to get very agitated.

Upon more observation William finds it hard to interact with other children and if the children that he is with want to do something different than William, then William get aggressive and has a tendency to rebel by biting or kicking out at his friends, when the teacher get involved with the aggressive William, he has no control over his behaviour and kicks out at the teacher too.

The teachers sit with William for a one to one within lessons as William struggled to read and write, which made William frustrated because he found that he could not keep up with the work that his other classmates were doing. When William was unable to manage the work or he did not understand what was being asked of him, William responded by going to bite the teacher or anyone that was near him at the time he was struggling, and again he was unsure what he was doing wrong.

William is showing signs of inattention when he is asked to do any form of work; he is also showing signs of over impulsive attitude, where he is in the unknown of the actions that he undertakes. William is in a world of the unknown, where he is thoughtless and is not aware of his actions or his reactions.


A number of assessments were done on William to find, if what was observed from him there were some answers that could be found as to give a name for his behaviour; William is a very active child that has demand for attention. If William is unable to get the attention that he craves, and then William will throw a paddy, retaliating in violence for example, kicking and biting. William finds that doing simple tasks can be very competitive and gets bored very easily, different kinds of activities have been played with William to see if he can hold his attention on a number of things, the most time William can hold his attention for is approximately ten minutes.

William find that if he plays with one thing something catches his eye and off he goes to find something else that can entertain him, trying to entice him back does no good as he see that he has already played with that toy and that there is something better on the other side of the room, William has a tendency to aim for thing that he is not to touch, but he goes for them all the more, as he is getting the attention that he is craving for.

William is showing signs of hyperactive behaviour, instead of walking around the classroom, he would rather run, bumping into anything that is in his way and having no thought for who or what he knocks over, to burn some of the energy that William has, is to join him in sports groups, that can help him burn off his energy as well as getting him involved in building up on his interactions with other children.

He is also inattentive but not very activated in the things that he is doing, William is also much spaced out and has a tendency to sit and although the class is doing some sort of activity, he is unaware of what is going on, so joining William in a group activity would help him boost his confidence. William needs just as much sleep as the next person so having him in a routine could help William in his everyday activities, Try to get him in the same routine every night.

William is also unmotivated when he is either playing with toys or participating in classroom activities, William sometimes just stands there and watches what is being done with a vacant look on his face or he can be different and try to take toys off the other children when they are in play. William is showing signs of concentration but then he is having trouble maintaining focus which does not last long as he becomes very easily bored and uninterested with the toy that he is playing with or the task that he is doing, so William will get up and find something that will entertain him. William finds it very hard to sit still in class and becomes very fidgety which leads to the disruption of the other children within the classroom, he is unable to sit quite and he quickly loses attention when the class is doing any activity, he could be interruptive when it comes to lesson time and this could be a concern for the likes of the bullies that could target him and tease him.

All the signs that William is showing within his schooling are based around the fact that William could have ADHD (attention-deficit hyperactivity disorder). Research shows that William has a brain disorder where all his function abilities coincide with one another for example functions like thinking, planning, organising, directing and motoring thoughts and activities. There was a study done on how children behaved and found that ADHD is genetic, it is a brain developing disorder that can be passed through generations. Children are often to blame for their behaviour, but they are unable to control how they feel and how they behave, when a child is told off for being naughty, the children that have ADHD are unaware of the trouble they are getting themselves into.

There is no known cure for ADHD, but it can be kept under control by the means of medicines such as stimulants for example Ritalin, dextrostat and strattera (a none stimulant drug). It can also be controlled by behavioural interventions. William could be rewarded for almost all the good things he does, this would give him the powers to try a little harder.

If a parent has ADHD then it is usually passed to their child. ADHD is also been put to the test through the diet or lack of diet, for example to much sugar, try to cut William down on his sugary drinks, encourage him to drink more water, look at what he eats as this can be a cause of his misbehaviour, encourage William to eat lots of fruit, and try to give William vitamins. it could also be due to a poor case of upbringing on the parents side, try to spend more time with William join him in with everyday activities. Give ten minutes a day just for a cuddle as him may feel a little insecure. William could go on to be as successful as the next best child, as children with ADHD are almost intellectually minded and can be as creative as the next best child, although ADHD grows with the child into adulthood, it can be maintained under lots of love and attention and in some cases under medication.

A lot of role play could help William in his way of learning. William would need lots of encouragement for him to gain on his learning techniques, spending around half an hour a day just sitting, looking through books, or reading stories to him could give him some push that he needs to be able to learn. Other ways, in which William could learn is by being creative with him, sitting and drawing with him, letting William do the drawing or mix the drawing between both him and the parent.

The parents could be a great help in finding cures for ADHD, by spending quality time with their child William, and try to give him the most precious thing of all, and that is love and commitment. Encouragement can play a great part in the help with William; shouting at him can only cause more disruption for him, so if he does not do any chores within class then it is best to try to encourage him to do a little, and with every bit of help encourage him and guide him and always praise him.