The Importance Of A Good Relationship Between Teacher-Student

The importance of a good relationship between teacher-student

The educational centers are mainly trained by the teaching staff, which are responsible for carrying out the teaching-learning processes towards the training and evolution of the different states that make up the relationship between teacher-student, however, society hasembodied that school goes beyond being an educational institution, since it is not only sought that the institution forms education, but also teach students for life and prepare them for future conflicts that could occur in their lifeprofessional. That is why this context aims to create social relationships between teachers and students, who have the objective of creating a symbolic environment that is able to show itself as a single unit within the institution.

Cotera (2003) cited in: (García-Rangel, García Rangel, & Reyes Angulo, 2014) points out that:

It is difficult to be able to teach when there is no good master-student relationship, since if it does not occur, achieving success in learning teaching will be very difficult.

When teachers and the same institution do not carry out the correct academic practices, aspects related to conflicts between participants such as: misunderstandings, poor attention, in a nutshell, a hostile territory arise. This is how a negative disposition by teachers undoubtedly affect. In the article of (Ferrada Rau, 2014) he quotes Bornad Araya (2011), which states that the objective of identifying and knowing the students’ perspective, about the way they relate to their teachers, offers the opportunity to reformThe participation of the educational community in search of conflict solutions in the classroom.

All institutions should consider the relationship between teachers and their students as the most important source for learning, however, today the schools are more focused on the averages and the prestige of the same, which set aside the weathersocio -emotional that favors students. In this climate the coexistence between the aforementioned teacher arises. The above shows that coexistence is linked to the educational environment in which the teaching-learning process is carried out, since the relationships between teacher and student are related to how to correctly carry educational practice, that is,the way in which teachers have to address their students and how they promote active participation towards new social relationships and not only as receptors of the same.

Flandes (1977) Cited in: (García-Rangel, García Rangel, & Reyes Angulo, 2014) points out that:

The teacher in their daily practice within the classroom, has a greater degree of participation than all its students as a whole and that this phenomenon occurs at all educational levels, that is, from the preschool level to the university. In addition, he points out, that more than two thirds of the questions that the teacher formulates, are questions aimed at an answer;Teachers do not take into account the ideas and opinions of their students;Students when they usually do nothing more to clarify something or to repeat the questioning and not to expose their own argument.

According to Coll and Miras (1993), cited in the article of (Covarrubias Papahiu & Piña Robledo, the master-student interaction and its relationship with learning, 2004) point out that:

” Students do not have enough information about educational planning and perhaps the evaluation, since in most situations of the student only as the learning subject, these aspects emerge most likely by the fear that exists in expressingerroneous ideas and being judged by teachers;Because of this, it is conceived that the student’s constructions are also a mediating element of first importance between the educational influence that the teacher, the contents or school objects, and the results in learning ’’ ’.

In this way, it is understood that having a bad relationship between teacher and student, has an impact on negative representation, which would later be reflected in a bad interaction in the classroom. On the other hand, the (Ministry of Public Education, 2012) seeks that its new programs focus on the student and in this way it is possiblein the teaching processes, when a student knows so much and what are his school deficiencies;In order for a change in the relationship of the school community, it should not be seen that educational practice implies an interpersonal activity and that each of the actors who participate have their own perspective based on the behavior of the other, which will have an impactin his.