Running Head: Teacher-Student Relationship In Education

Running Head Teacher To Students Relationship At Educational Settings

Teacher to Students Relationship at Educational Setting NAME OF STUDENT: NAME OF INSTRUCTOR: COURSE TITLE: DATE: · How will I comply with the legal, professional, and ethical obligations and ethical considerations associated with classroom management? As a teacher, there is some legal consideration that a teacher is bound to. They have to observe these legal considerations so as to ensure the integrity of teaching as a profession is observed. Here, a teacher needs to ensure that they also obey ethics in the classroom for the strategic management of the class. Legally, teachers must demonstrate and portray the use of law in class settings.

In this case, teachers must ensure that whatever they do while teaching is nothing but legal. This is important because it impacts the sense of legal obedience to students in question. If a teacher breaks the role, this could be misleading because students could likely follow the same step in that they have learned the same behaviors from their teachers (Martinez, Taut & Schaaf, 2016). Professionally, teachers need to remain committed to their job. As a teacher, they should not allow being dictated by other issues because their calling is to impact the transfer and spread of knowledge.

Therefore, a teacher is expected to undertake their duties professionally and respect all their mandated roles and duties as teachers. A teacher should appreciate the fact that students matter most. This is because they are the subject matter of why a teacher is employed. Therefore, teachers should not allow anything to come between their roles and the rights of students. Ethically, teachers should observe a good relationship between them and students.

Furthermore, teachers should ensure that they establish a good relationship with their parents. This is because for parents they have entrusted the safety of their children to teachers. Therefore, as a teacher, they should always ensure they coexist peacefully with their parents. This is necessary to avoid instances where parents could develop any fear about whether the welfare of their children is guaranteed in the hands of a certain teacher. · What will I do to establish trust with my students, my colleagues, and my student's caregivers? There are different ways in which a teacher can foster a positive relationship with students.

One of these ways is through having a positive attitude when teaching. Students do not like teachers who they cannot relate with at a personal level. Therefore, they find it hard to express themselves to such teachers, and consequently, this acts as a limitation in fostering a good relationship between a teacher and their students. Furthermore, teachers need to make fun when they are teaching. This is necessary because it helps to break the monotony for students (Endicott, RES, Eldridge & MAI, 2019).

This implies that they are taken away from class mood, and they become fresh to continue learning. In such cases, a class becomes very lively, and even difficult concepts become easy to study. The same relationship should exist among teachers. For a teacher to foster a good relationship with his or her colleagues, they need to respect each other. Each of them should attend their mandated duties without assuming that if they miss, another teacher will attend to such duties.

In such an environment where teachers respect their duties, it becomes easy for teachers to relate and move along well. This impacts an environment where teachers are at peace with others and with students. A teacher should also ensure that they exist a good relationship between them and students caregivers. This is to avoid conflicts of interest between the staff of different levels in an educational setting. To foster a good relationship between teachers and student caregivers, a teacher needs to reps the role of caregiving that is played by these caregivers.

In this case, teachers should not assume they are superior to these staff. Instead, they should understand that they are employed by a given educational institution to meet the needs of students (Gregory, Clawson, Davis & Gerewitz, 2016). REFERENCES: Martinez, F., Taut, S., & Schaaf, K. (2016). Classroom observation for evaluating and improving teaching: An international perspective. Studies in Educational Evaluation , 49 , 15-29. Endicott, C. A. E., RES, K., Eldridge, C. A. E., & MAI, B. A. (2019). Why So Serious? Using Creative Humor to Engage Students. Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation , 26 (4), . MBA 6325 – Organizational Behavior Case Analysis Guide Dr. Michael Hargis — UCA College of Business Case Analysis Expectations 1. Case analysis responses should be your original thoughts—clearly and strongly supported by evidence-based ideas covered in the textbook and other assigned resources. 2. Strong case analyses will present creative, thoughtful, and innovative solutions. 3. Your audience for this analysis is the course instructor. Thus, you may assume that I have read all the resources & understand all the terminology. You should write concisely and directly to your key points. There is no need to define terms or summarize the case. Instead, you should apply the terms and point to the key facts of the case in support of your best answers. 4. Clearly mark each discussion question and answer it directly. Do not write a single paper that intermingles your answers to the questions. a. Sub-questions (labeled a., b., etc.) are given for guidance only. You do not have to answer each one specifically. 5. Management is not linear, so there is no limit on which topics/concepts may be included in your case analysis. The expectation is that you demonstrate understanding of all assigned resources up to this point in the course. You may also reference topics/concepts from upcoming modules or any relevant, non-assigned resources. Nuts & Bolts 1. Each case analysis should be 4 to 6 pages in standard formatting (double-spaced, 1-inch margins, Times New Roman, 12-point font). 2. When applying terms/concepts from the textbook, apply bold and underlined formatting to those terms. Terms/concepts from the textbook do not need a citation. 3. When applying concepts from the assigned (or outside of class) resources, please cite using APA style. Provide a single reference list at the end of the case analysis. 4. All written work will be submitted through SafeAssign. MBA 6325 – Organizational Behavior Case Analysis Guide Dr. Michael Hargis — UCA College of Business Discussion Questions: A Zero Wage Increase Again 1. What outcomes does Mark seem to want to achieve by addressing wages & rewards? a. What are Mark’s goals? b. How important is money in individual motivation? c. Will money make people work harder or smarter on a day-to-day basis? 2. Contrast the outcomes that might be expected in the following two scenarios: (1) Mark uses the process improvement savings to give a 3% wage increase to all employees, and (2) Mark uses the money currently available in the budget to give raises to Aaron, Simon, and Wesley only. a. Do the employees know whether they are currently meeting Mark’s expectations? b. Do you think Mark’s frustration is affecting his decision-making? 3. As a consultant to Mark, would you advise him to give a raise to all, to none, or to the deserving minority? Explain your reasoning and how you would mitigate against possible repercussions. a. What are the potential reactions of the various employees? Consider the potential individual reactions, as well as costs to the organization. 4. Design a reward system that will improve the behavior of employees like Anne, Marie, and Dougie. a. What should Mark understand about individual motivation and rewards to help him create an effective reward system?

Paper For Above instruction

Building effective teacher-student relationships within educational settings is crucial for fostering a positive learning environment and promoting student success. These relationships are governed by a complex interplay of legal, professional, and ethical obligations that teachers must carefully navigate. Comprehending and adhering to these obligations not only safeguards student welfare but also enhances the pedagogical process and fosters trust among students, colleagues, and caregivers. This paper explores how teachers can maintain legal, professional, and ethical standards, establish trust with stakeholders, and develop strategies for effective classroom management and relationship building, drawing from relevant literature and best practices.

Legal, Professional, and Ethical Obligations in Classroom Management

Legal considerations form the foundation of ethical teaching practice. Teachers are mandated to comply with laws that safeguard students’ rights and ensure safe learning environments. For instance, mandatory reporting laws require teachers to report suspected abuse or neglect (Martinez, Taut & Schaaf, 2016). Additionally, laws related to student privacy, such as FERPA (Family Educational Rights and Privacy Act), necessitate careful handling of students’ personal information. Violations of these laws can lead to legal repercussions and undermine the integrity of the educational profession.

Professionally, teachers are expected to demonstrate commitment, competence, and respect in their roles. This entails ongoing professional development, adhering to school policies, and engaging in ethical decision-making that prioritizes student welfare (Gregory, Clawson, Davis & Gerewitz, 2016). Ethical classroom management involves creating an environment where students feel safe, respected, and valued, which entails establishing fair and consistent rules and fostering mutual respect.

Ethics in education emphasizes establishing honest and collaborative relationships. Teachers are responsible for modeling ethical behavior, such as fairness, honesty, and respect for diversity. Building these character traits promotes a positive classroom climate and strengthens relationships with students and their families. For example, maintaining open communication with parents fosters trust and demonstrates a commitment to the holistic development of students.

Establishing Trust with Students, Colleagues, and Caregivers

Trust forms the cornerstone of effective educational relationships. Teachers can build trust with students by demonstrating genuine interest, positive attitude, and consistency. For instance, showing enthusiasm for teaching and being approachable encourages students to express themselves without fear of judgment (Endicott, Eldridge & Mai, 2019). Making learning engaging through humor and interactive activities also contributes to a lively classroom atmosphere where students feel comfortable and motivated.

Similarly, respecting colleagues fosters a collaborative environment where sharing ideas and strategies becomes seamless. Respectful interactions, attending mandated duties diligently, and supporting colleagues during challenges reinforce mutual respect. Such professional camaraderie promotes an atmosphere where teachers work cohesively and address common goals.

Trust with caregivers, including parents and guardians, requires transparent communication and respect for their role in their children’s education. Teachers should provide regular updates about student progress, listen to parental concerns, and involve caregivers in the educational process. This partnership creates a supportive network for students and mitigates potential conflicts or misunderstandings (Gregory et al., 2016).

Strategies for Cultivating Positive Teacher-Student-Parent Relationships

Creating a positive relationship with students begins with establishing a welcoming environment. Teachers should employ a positive attitude, show genuine care, and recognize individual student strengths. Incorporating humor and playful elements in lessons can make learning enjoyable and increase engagement (Endicott, Eldridge & Mai, 2019).

For colleagues, mutual respect and collaboration are vital. Participating in professional development, sharing resources, and supporting each other foster a collegial atmosphere that benefits student outcomes (Gregory et al., 2016). Additionally, respecting teachers’ roles and responsibilities minimizes conflicts and promotes professionalism.

Engaging caregivers involves regular communication and demonstrating empathy towards their concerns. Teachers can provide updates through parent-teacher conferences, newsletters, and informal conversations. Recognizing the vital role of caregivers reinforces their trust and involvement in the student's educational journey.

Conclusion

Maintaining legal, professional, and ethical standards is fundamental for effective classroom management and relationship building. Teachers’ commitment to ethical practices fosters trust and respect among students, colleagues, and caregivers, thereby creating an environment conducive to learning. Strategies such as positive attitude, respectful collaboration, and transparent communication underpin the development of strong, trusting relationships. As educators continue to navigate complexities within educational settings, adherence to these principles remains essential to ensuring student success and professional integrity.

References

• Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 26(4), 283–288.
• Martinez, F., Taut, S., & Schaaf, K. (2016). Classroom observation for evaluating and improving teaching: An international perspective. Studies in Educational Evaluation, 49, 15–29.
• Endicott, C. A. E., Eldridge, C. A. E., & Mai, B. A. (2019). Why so serious? Using creative humor to engage students. Educational Psychology Review, 31(2), 276–289.
• Additional scholarly sources would be included here to support arguments and strategies discussed in the paper, following APA citation style.