Exploring the role of teacher-student relationships, this overview highlights how positive interactions boost academic achievement, while teacher labelling can lead to self-fulfilling prophecies, affecting student self-concept and performance. Sociological studies like the Pygmalion Effect underscore the influence of teacher expectations, which are often shaped by social identity factors such as class and ethnicity.
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Positive relationships between teachers and students can greatly impact a student's motivation and engagement in their education
Positive Academic Outcomes
Supportive teacher-student relationships have been consistently linked to improved academic outcomes
Negative Academic Outcomes
Adversarial or neglectful relationships between teachers and students can contribute to a decline in academic performance
Fostering positive teacher-student relationships is critical in creating optimal learning environments for students
Teacher labelling refers to the categorization of students based on initial observations and perceptions, potentially influenced by factors such as conduct, academic performance, and social identity
Reinforcement of Negative Stereotypes
Labels can be detrimental when they reinforce negative stereotypes, potentially affecting a student's self-perception and capabilities
Self-Fulfilling Prophecy
The labelling theory suggests that labels can become self-fulfilling, influencing student behavior and academic performance in line with teacher expectations
Research has shown the effects of teacher labelling, such as the Pygmalion Effect, which demonstrated the impact of heightened expectations on student academic gains
Social identity markers, such as class, gender, and ethnicity, play a significant role in shaping teacher-student relationships
Teachers may unconsciously exhibit biases towards students who share similar backgrounds or adhere to traditional gender roles
Students from lower socioeconomic backgrounds or minority ethnic groups may encounter negative labelling and diminished expectations, while students from more privileged backgrounds may receive positive perceptions and higher expectations
Critics argue that labelling theory may overemphasize the role of teacher expectations in student achievement, neglecting other structural factors within the education system
Factors such as standardized testing and curriculum design also significantly influence student outcomes
Some students may be motivated to disprove negative stereotypes and exceed expectations, as shown by research on the effects of negative labelling
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Positive interactions between teachers and students are associated with ______ academic results.
improved
01
Influences on Teacher Labelling
Observations, student conduct, academic performance, social identity factors like race, socioeconomic status, gender.
02
Consequences of Negative Stereotypes
Reinforce harmful stereotypes, affect self-perception, limit student potential.
