Race 1986; Hamre, Piantha, Field, Crouch, Downer, Howes, LaParo,

Race to the Top (R2T) actions has
strongly concentrated on measuring teacher effectiveness basically using methodize
test scores. However, there is a review about the value of a teacher’s effective
insight when it comes to a teacher’s effectiveness as an educator (Baker, 1989;
Cronos, Johnson, & Elder, 2004; Rothenberg, 1986; Hamre, Piantha, Field,
Crouch, Downer, Howes, LaParo, Little, 2013; Brophy, 1974; Laider, 1987). An
approach to accountability that includes a broader range of measurement of
effective classroom instructional practices should include the relationships
the teacher builds with her/his students. Vernon (2003) studied the different
strategies in able to be an effective teacher and determined that “a successful
and effective teacher-student relationship may be the steps that allows the other
aspects to function well” (p. 85).

The good and positive relationships between
the teachers and his student have an important role in a student’s academic
growth and also it has a big effect not only in the student’s academic but also
in his attitude and behavior. As stated by Byrd (1999), learning is a process
that involves cognitive and social psychological dimensions, and both processes
should be considered if academic achievement is to be maximized.

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Jacobsen, Wilder, & Rothstein
(2008) agreed to say, “it is surprising that so many education policymakers
have been seduced into thinking that simple quantitative measures like test
scores can be used to say that the school was accountable for achieving complex
educational outcomes” (p. 27). The unbalanced reliance on test scores to
determine success does not provide an accurate accounting of all that goes into
creating an effective learning environment.

 

Turner & Meyer (2006) tackled their
findings illustrating the importance of students’ and teachers’ emotions during
instructional interactions. They determined that “through studying
student-teacher interactions, our conceptualization of what constitutes
motivation to learn increasingly has involved emotions as essential to learning
and teaching” (p.106). Their conclusions provide support for further study of
the inclusion of interpersonal relationships in the instructional setting and
to what degree those relationships affect the student’s learning environment. Downey
(1994) “The standard of the relationship between a student and the teacher will
result in a greater degree of learning efficacy in the classroom.”

Mohrman & Tenkasi, (2001) asserts “lasting
change does not result from plans, blueprints, and events, rather change occurs
through the interaction of participants”. Positive and strong teacher-student
relationships may be one of the most important environmental factors in
changing a child’s educational path (Baker, 2008). This research will explore
the environmental factors that are deliberately created by the study
participant as she interacts with the student on their educational path. As
Cazden (2003) profess, the establishment of social relationships can seriously
impact effective teaching and accurate evaluation in a classroom. 

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