Teacher’s Attitude and Students’ Progress

The relationship between teachers and students can at times be very critical; as teachers’ attitude can impact students’ progress negatively or positively. In this regard, teachers should adopt an approach that will motivate students to progress rather than demotivate them. This article concerns two methods of approach that teachers mostly use and there corresponding consequences.

The Motivating Approach

Teachers who used this method are cognizant and appreciative of the smallest progress students make. They show recognition and appraisal for this so as to encourage the student to keep it up. When I was at school, I made a little progress in English literature; then my teacher recognized and appreciated my effort because of this, I consequently obtained excellent grades in this subject. Teachers who use this method do not overreact when students fall short but seek to find out what was the cause and address it. They observe the general progress of the class instead of only focusing on the small group who excel.

The Demotivating Approach

This is the situation wherein the teacher is very difficult to satisfy. Whatever improvement on the part of the students is not recognized or appreciated. Instead, they are searching for shortcomings in order to intimidate students. This attitude often cause backlash on the students as some of them might develop hatred for the subject as a result of the teacher’s attitude. This will definitely cause students to retrogress in their studies.

Therefore, as teachers we should adopt attitude that leads to students’ progress as opposed to one which will adversely affect them in their journey to success. Your contribution in relation to teacher’s attitude and students’ progress will be most welcome


11 comments on “Teacher’s Attitude and Students’ Progress

  1. You nailed the situation in a few focused paragraphs. Part of this problem, I suspect, comes from the misperception that identifying errors is more valuable than recognizing successes. Some novice teachers, often out of insecurity, also try to establish their expertise by “machine-gunning” papers with red marks to intimidate students. While the teacher may succeed in establishing their superior knowledge of English, they utterly fail at their real job which is to help the student become a better writer or speaker. As the great psychologist Erich Fromm noted, “education is helping the child realize his potentialities.”
    Or so it seems to me.

  2. Good explanation, thx for sharing. I always try use the scaffolded approach in my classroom but then kindergarten brings a lot of strangers together and their progress in all areas is scattered. I have a student reading like a 7 or 8 yo and another who doesn’t know any letters. My teaching is different for each of them. The advanced reader is still struggling with writing for very unique reasons. She has little experience with it and when the sounds she hears don’t correspond with how she has read the word in the past, she freezes up. She needs to accept her invented spelling while she builds a bank of known words for writing. Decoding – encoding are not the same at all! As the teacher, I need to meet the students where they are and teach from there. The perfectionist student and the needy student have to see that as well, that their learning is on a continuum and that they are always making progress.

  3. Affective education needs to be recognized in this way. It is a powerful piece of the learning equation. Thanks for posting!

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