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Inter relationship between students and the lecturers can galvanize into perfect society, use your philosophy...

Inter relationship between students and the lecturers can galvanize into perfect society, use your philosophy to analyze.?

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Answers (3)

Child of destiny.
1 week ago
Truthfully speaking we can really analze that statement in a better way like this by saying that first of all the lecturers have a more defined background than the students's own background meaning that the lecturers have passed through different stages of life which the students have not passed through and it is recommended that the students correlate with their lecturers for a better society of which i know most of them can move along with them.
I truly believe that notion which says that inter relationship between lectures and students can galvanize into a perfect society.
Yes of course,Improving students' relationships with lecturers has important, positive and long-lasting implications for both students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.
I think correcting students in front of their peers can embarrass them, this feeling may be hurt them , not necessarily because of what they are being corrected for, but how they are being corrected.I usually try to consider their feeling in the class.

The lecturers are humans and the stidents are also humans,it depends on how the students form the relationship with them.
They should make sure that they do not offend the lecturers in anyway because if they do,they will not be happy at the outcome.
Now if there is a co existence of inter relationship between the lecturers and students,i don't think there can be any problem.Both parties will enjoy and benefit from one another.They are in a symbiotic association which is based on mutual benefits.

Positive and healthy relationships between lecturers and students can be extremely beneficial at all levels of an educational establishment, within the classroom and across the school environment as a whole.[1] From improved self-esteem to increased engagement, there are a number of benefits of establishing positive student-lecturer relationships between educators and pupils of all ages. Educators and students can experience these benefits with the use of methods that include communicating positive expectations, demonstrating caring, and developing classroom pride.[2] As positive student-lecturer relationships continue to develop, the long-lasting effects benefit not only students and teachers but parents and administrators as well.[3].Some of the benefits include
Promote Academic Success
Help Develop Self-Worth and Improved Student Mental Health
Create Thriving Classrooms
I have to drop the pen here.Thanks.
isaaq
1 week ago
Follow the link below for project materials.
https://myschool.ng/materials
mhz vee
1 week ago
The significance of the interpersonal relationship between students and teachers for students’ successful school adjustment has been widely recognised in research addressing kindergarten, primary and secondary education (Bernstein-Yamashiro & Noam, 2013; Roorda, Koomen, Spilt, & Oort, 2011). The awareness of the importance of this relationship for schoolteachers has also steadily increased, although this aspect has been much less frequently explored than the association between teacher–student relationships (henceforth, TSR) and students’ learning (Spilt, Koomen, & Thijs, 2011). However, while investigations of TSR at school have predominantly focused on well-established research traditions of self-determination theory (SDT) (Deci & Ryan, 2002) and attachment theory (AT) (Cassady & Shaver, 2008), and results from the significant body of research on the social factors of student motivation (Juvonen, 2006), TSR in higher education has been less comprehensively and less systematically examined by researchers. There are far fewer studies on TSR in higher education than in the school context. Furthermore, the limited studies of TSR in higher education often lack a clear theoretical/conceptual framework.

We argue that the investigation of TSR should be extended, as it is important for higher-education research for at least three reasons:

First, many universities worldwide have relatively large student drop-out rates, with high human and financial costs (for the USA, for instance, see Schneider & Yin, 2011). Investigation of TSR is relevant if enhancing TSR can help to reduce this negative trend.

Secondly, the need to belong also affects university teachers. Thus, it is likely that a positive ‘relational classroom environment’, including positive interactions and relationships, may also have positive effects on the teachers themselves (e.g., on teachers’ positive emotions; see Hagenauer & Volet, 2014), as relational approaches to teaching suggest (e.g., Graham, West, & Schaller, 1992; Wilson, 1992).

Thirdly, given the increasing importance ascribed to excellence in university teaching as part of the discourse on ‘Scholarship in Teaching and Learning’ (e.g., Kreber & Cranton, 2000; Trigwell & Shale, 2004), the significance of TSR requires detailed investigation. For example, the quality, establishment, and effects of social factors such as TSR should be explored in greater depth, given their likelihood as preconditions of excellence in teaching and learning at university. National studies such as the National Student Survey (GB), the National Survey of Student Engagement (USA), and the Course Experience Survey (AUS) have broadly examined different aspects of excellence in teaching. However, they address aspects of TSR only indirectly and superficially, such as asking about academic support (e.g., ‘I have been able to contact staff when I needed to’; item from the National Student Survey; HEFCE, 2011). Thus, we conclude that research on TSR in higher education should be an integral part of the larger body of research and discourse on the quality of teaching and learning in higher education.

The aim of this article is to analyse critically previous research on TSR in higher education and to identify several areas in which empirical evidence is limited. Prior investigations of the concept of TSR have originated from various research traditions, including educational and psychological theories and communication research. This review focuses exclusively on research from an educational or psychological perspective.

Following a brief description of the literature search methodology, the article is organised in four parts. First, we address the quality of TSR in higher education. Second, we examine studies that have explored the consequences of TSR, focusing on the effect of TSR on students, as teacher effect is almost absent from empirical research. Third, we discuss empirical work focusing on the development of TSR and describe how interactions, their frequency and quality may contribute to that process. Fourth, we present a heuristic framework that brings together the aforementioned, and propose an agenda for future research on TSR.
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