Interecting with Students: Communication problems of Students

1. Interacting With Students

2. GROUP MEMBERS
Emrah Öziç
Rüveyda Yavuz
Buğçe Büçkün
Zeynep Merve Demirel
Büşra Kutlu
Age Average: 22.7
2

3. Icebreaker Drama
Figure 16
3

4. ICE BREAKERS
Figure 1
4

5. Contents:
Literature Review
Brain Storming
Matrix Diagram
Pareto Diagram
Problem Definition
Fishbone
Matrix Diagram
Bar Diagram
Teacher
Family
Peer
Technology
Data Collection and Conclusion
Tactics
References
5

6. Literature Review
● The student-teacher relationships affects the
attitude of students not only toward the school but
also toward the desire of learning. (Christenson,
2007)
● A recent study found that student-teacher
relationships throughout elementary school
affects the reading achievement of
students.(McCormick & O'Connor, 2014).
Figure 2
6

7. Literature Review
• The student-teacher
relationship affects the
classroom environment
for students how they feel
in it.(Murray & Malmgren,
2005).
• Face to face interactions
between student and
teacher increase the
self-confident of
students.( O’Connor et
al., 2011; Silver et al.,
2005)
Figure 3
7

8. Literature Review
• Early teacher-student relationships,especially in kindergarten affect
academic and social outcomes as well as future academic outcomes
and become social people in daily life.(Cataldi & KewallRamani,
2009)
• Motivation plays a key role in the relationship
between teacher-student for academic
outcomes because it is closely linked to
student’s perceptions of teacher
expectations.(Fan & Willams, 2010)
8
Figure 4

9. Brain Storming
Why do students hesitate to share their
problems with their teachers?
Why do the teachers respond to the classroom
problems aggressively?
Why do not teachers share their personal
information with students to help them see
teachers as real people?
Should a teacher be friend or friendly to the
students?
1
2
3
4 Figure 5
9

10. Matrix Diagram
Problems
Rüveyda 6 3 7 5
Emrah 7 5 2 4
Buğçe 6 4 2 7
Büşra 7 5 3 6
Zeynep 6 3 7 5
Total Point 32 20 21 27
Percentag
e
32% 20% 21% 27%
Why do students hesitate to share
their problems with their
teachers?
Why do the teachers respond to
the classroom problems
aggressively?
Why do not teachers share their
personal information with students
to help them see teacher as real
people?
Should a teacher be friend or
friendly to the students?
1
2
3
4
1 2 3 4
10

11. Bar Diagram
11

12. Why we
choose
this
problem
• We choose this problem because
we want to examine the reasons of
students’ hesitation to share their
problems with their teachers. This
is because the solution of the
problem can be investigated in
terms of not only teacher and
family but also peer and
technology.
Figure 6
12

13. Fishbone
Why do students
hesitate to share
their problems with
their teachers?
Family Teacher
Technology Peer
experience
attitude
income
ethnicity
expectation
gender
quality
problems
attitude
income
internet
individualism
attitude
Figure 7
13

14. Matrix Diagram Caueses
Rüveyda 5 7 4 6
Emrah 6 5 2 7
Buğçe 5 7 6 3
Büşra 5 7 6 4
Zeynep 7 6 4 5
Total Point 28 32 22 25
Percentage 26.1% 29.9% 20.2% 23.3%
Family Approach
Teacher
Peer
Technology
1
2
3
4
1 2 3 4
14

15. Pareto Diagram
15

16. • Experienced teachers know how to
construct strong relationship with
students effectively via their previous
experiences. (Nye, Konstantopoulos &
Hedges, 2004)
• In terms of attitude of teacher, the
authoritarian teachers put the pressure
on students, so students hesitate to
contact with their teachers.(Vohra,2012)
Teacher
Figure 8
16

17. • High expectations of teacher affects the relationship
between teacher and students negatively because the belief
of teacher decreases toward students and also teacher tend
to ignore them in the classroom.(Spiegel, 2012)
• If ethnicity of the teacher and students does not match, this
ethnic imbalance can decrease teacher’s closeness towards
students (Hughes, J.,& Kwok, O., 2007)
Teacher
17

18. Figure 9
18
Student (İsmet)- May I see my paper teacher?
Teacher- Yes, sure. However, if I had given more grades to you, I will get them back.
(FROM THEN ON, İSMET NEVER DEMANDED OR REJECTED ANYTHING.

19. • Teachers' gender perceptions of students' ability is also
reflected in the type of praise and expectations. Teachers
often give girls less meaningful and less critical praise than
boys.(Liu, 2006)
• In terms of quality of teacher, effective teacher arouses more
attention of students than non-effective teachers via the
some activities in the classroom.( Hamilton, 2012)
Teacher
19

20. •Students from low income have more difficulties to do homework than
others because when teacher wants them to design a project ,their
parents cannot meet the materials about it,so they feel inadequate
toward their teachers and hesitate to connect with them.(Jensen, 2013)
Family
When the parents fight in the presence
of their children,the children behave
aggressively in the school toward their
teachers or friends.(Yeo, 2015)
Figure 10
20

21. •Children from authoritarian
family environment hesitate to
connect with their teachers
because they assume that all
older people are authoritarian
including their teachers like their
family.( Englehart, 2009)
Family
Figure 11
21

22. •Students humiliate while the latter connect with their teachers by
ridiculing as ‘looser’.( Becca, 2014)
Peer
• Students from high income put pressure on students from low
income, so the latter withdraw and so do not want to connect with
not only their friends but also their teachers.
Figure 12
22

23. •Because of easy accessibility of the Internet everywhere,
students do not need to ask a question or interact with their
teacher.
•Developing technologies and apps leads to socialize people in
the artificial world not in the real world because each person
know each other from the social networks. Thus, they do not
try to communicate face to face. Such individuality is reflected
to the relationships between teachers and students(Wellman
& Haythornthwaite, 2008).
Technology
23

24. Figure 13
24

25. Data Collection
• Type of data collection: Survey
• The survey has been applied to
- 52 students
- 3 teachers.
• Hasan Ali Yücel State School- 8th Grade
• Türkan Şoray State School- 5th Grade
25
32 students
20 students

26. Question 1: How can you define
‘a good teacher’?
Teaching
good
35%
Not
beating
29%
Fun
15%
Kind
hearted
15%
Smiling
6%
Teaching
good
29%
Not
beating
31%
Fun
17%
Kind
hearted
16%
Tolerant
7%
5th Grade 8th Grade
26

27. Question 2: Do you share your happiness or
problems with your teacher?
Problems
75%
Happines
s
25%
Problems
69%
Neither
31%
5th Grade 8th Grade
27

28. Question 3: Do you hesitate to share your
problems with your teacher?
8th Grade
Yes
75%
No
25%
Changes
according to
problem and
teacher
25%
Yes
75%
5th Grade
28

29. Figure 14
29

30. Question 4: In which situations do you find
difficult to share?
When
somethi
ng bad
happens
13%Family
related
33%
Lesson
related
27%
Personal
27%
5th Grade 8th Grade
30
When
something
bad
happens
42%
Personal
33%
Lesson
related
17%
Family
related
8%

31. Question 5: What kind of attitude should your teacher
take that you would feel comfortable to share your
problems?
Kind
67%
Solution
seeking
25%
Cheerful
8%
Kind
59%Solution
seeking
8%
Trustworthy
33%
8th Grade5th Grade
31

32. Question 6: Can you share your extracurricular
problems easily with your teacher?
Yes
80%
No
20%
Yes
40%
No
60%
8th Grade5th Grade
32

33. Question 7: Rank the following in the order of
priority that you would share your feeling?
42%
8%
33%
17%
Happiness/ Enthusiasm
58%23%
10%
9%
Problem/ Trouble 45%
36%
18%
1%
Happiness/ Enthusiasm
33%
27%
13%
27%
Problem/ Trouble
8th Grade5th Grade
Family
Friend
Class teacher
Guidance and psychological
counseling
Family
Friend
Class teacher
Guidance and psychologica
counseling
33

34. Question 8: Can you contact with your teacher
any time you need?
Never
0%
Rarely
14%
Sometim
es
22%
Usually
32%
Always
32%
Never
17%
Rarely
17%
Sometim
es
41%
Usually
25%
Always
0%
5th Grade 8th Grade
34

35. Figure 15
35

36. •What kind of problems
do your students share
with you?
•How often do your students
communicate with you
outside of the class?
Questions to teachers
•Out of 10 how would you
rank the frequency that your
students share their
problems, happiness, or
curricular problems?
lesson
related
58%
family
related
25%
peer
related
17%
older
grades
75%
young
er
grades
25%
8
100%
36

37. Conclusion
•Although the quality of teacher is an important factor about
the relationship between teacher and students, student do not
give an adequate importance to this property.They focus on
personal characteristics of teacher. (Christenson, 2007)
•About the relationship, teacher and student evaluate the type
of problems differently.
•Although the teacher assumes his/her students consult
him/her, from the students point of view this is not the case.
(Liu, 2006)
37

38. Tactics
Awareness
• Make a student feel he/she is
valued and important
• Make a student realized that
teacher is aware of him/her
behaviour, problem, and
intention
How can you manage this?
• Eye-contact
• Touch his/her shoulder
• Communication outside of the
class about extra-curricular
topic
38

39. Tactics
Language
• Make a student feel he/she is
not judged by his/her teacher
• Make a student feel his/her
character is not critized by
his/her teacher.
How can you manage this?
• Use ‘I language’
• Try not to use ‘but’
• Rather than find a solution, listen
him/her completely and guide
them to find their own solution
39

40. Tactics
Unity
• Make students feel as a part
of the classroom.
• Make students feel there are
not any discriminations in the
classroom.
How can you manage this?
• Teacher and students should
prepare ‘Generalizations’ about
the classroom together.
• Teacher should not focus on
students’ success while
considering their needs
40

41. Tactics
Peer
• Make a student feel
comfortable while interacting
and communicating with
his/her peers.
How can you manage this?
• Divide students into groups, and
time to time change these
groups with some different
activities.
41

42. Tactics
Instructional approaches
• In a classroom, the way of
learning can change from one
student to another
• Also, there can be a student
who has a learning disability
How can you manage this?
• Increasing the variety of
instructional approaches rather
than direct instruction
• Focus on their individuality, not
their disability.
42

43. Gantt Chart
Expected Observed
Problem definition
Brain storming
Fish bone
Data collection
Implementation
Tactics
43

44. Table of Figure
•Figure 1: https://s-media-cache-
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•Figure 3: http://www.summitkids.com/wpcontent/uploads/2015/09/adhd.jpg
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•Figure 5:https://youthpulseblog.files.wordpress.com/2014/11/sin-
tc3adtulo77.png?w=300&h=251
44

45. Table of Figure
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•Figure8:http://www.education.gov.gy/web/media/k2/items/cache/97a935595bd2614586
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•Figure 10:https://www.life360.com/wp-content/uploads/2010/11/mh_pt_tips.jpg
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46. Table of Figure
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resimler.html
•Figure 12:http://www.seninkentin.com/images/userfiles/okul%20(15).jpg
•Figure 13: https://hystrygirlteacher.files.wordpress.com201107iphone-app-
cartoon.jpg
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•Figure 15: https://myenglishexpressions.files.wordpress.com2015091-62.png
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47. Table of Figure
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t-A&ust=1458757047533434
•Figure 17: http://www.outandsoberminnesota.org/wp-
content/uploads/2015/10/thank-you.jpg
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48. References:
• İmece Circles Training, Dr. Hayal Köksal
• Becca, M. (2014). The Effects of Peer Pressure within Students. Journal
of Education and Learning, 36-42.
• Cataldi, E. F., & KewallRamani, A. (2009). Friendships of Students and
Teachers. American Educational Research Journal, 23-29.
• Christenson, P. (2007). Psychology of Adolescent. Journal of Child and
Adolescent Psychiatric Nursing, 42-48.
• Engleheart, N. (2009). The Effect of Family Environment on Student.
The Educational Research, 56-62.
48

49. •Fan, W., & Williams, C. (2010). The Effects of Parental Involvement on
Student's Academic Achievement. European Journal of Education, 18-24.
•Hamilton, M. (2012). Characteristics of Effective Teacher. Journal
of European Education, 29-36.
•Hughes, J., & Oyadomari, K. (2007). Teacher-Student Response.
Journal of Educational Research, 56-60.
•Jensen, C. (2013). The Impact of Poverty on Educational Outcomes.
American Educational Research Journal, 28-29.
•Yeo, J. (2015). SchoolBag. Retrieved from When Family Problems Affect
Children in School : https://www.schoolbag.sg/story/when-family-
problems-affect-children-in-school#.VvGDSyQ5l9B
49

50. •Liu, H. (2006). Teacher and the Gender Gaps in Student Achievement.
Cambridge Journal of Education, 28-37.
•Murray, C., & K, G. (2005). The Effects of Teacher-Student
Relationships: Social and Academic Outcomes of Low-Income Middle
and High School Students. Retrieved from Department of Applied
Psychology:
http://steinhardt.nyu.edu/appsych/opus/issues/2013/fall/murray,malmgren
•Nye, B., Konstantopoulos, S., & Hedges, L. (2004). How are Teachers'
Effects? Journal of Education, 25-31.
•Wellman, B., & Haythornthwaite, C. (2008). The Internet in Everyday
Life. US: John Wiley & Sons.
50

51. •O’Connor, E.E., Cappella, E., McCormick, M.P. (2014). Enhancing the
academic development of shy children: A test of the efficacy of
INSIGHTS. School Psychology Review, 43(3), 239-259
•O'Connor et al. (2011); Silver et al., (2015). Teacher- student
relationship. Retrieved from https://my-learning.me/2014/08/05/teacher-
student-relationships/
•Spiegel, C. (2012). Springer Link. Retrieved from Teacher
Expectation and Labeling:
http://link.springer.com/chapter/10.1007%2F978-0-387-73317-
3_43#page-1
•Vohra, R. (2012). The Behaviour of Teacher. Journal of Teacher
Education, 65-69.
51

52. Figure 17
52

53. SPECIAL
THANKS TO
HAYAL
KÖKSAL
53