Responsive Classroom: Improving Teacher-Student Relationship

This article discusses the concept of responsive classroom and its impact on improving teacher-student relationship. It explores the importance of self-care for teachers, building empathy and emotional connection with students, and practicing quiet time in the classroom. The article emphasizes the role of responsive classroom in creating a positive learning community.

Running Head: SOCIOLOGY
Topic- website investigation (student teacher relationship development)
Student name
University name
Author notes

2SOCIOLOGY
The weblink based on student-directed theories is chosen and in it the responsive
classroom topic is considered for the paper. A comprehensive outlook is evaluated that will help
in better understanding on part of the teachers and will thus improve teacher-student relationship
by imparting holistic quality knowledge.
Modern day teaching is way far different from old traditional mode of imparting
knowledge. Now use of technological support has enhanced the depth of know-how and teachers
could impart quality education by using new improvised tools for learning (Chen & Yang, 2017).
Responsive classroom is an evidence based educational approach that includes relationship
between academic success and SEL (social emotional learning). By this approach the educators
and teachers could provide joyful, safe and community engagement-based learning to their
students (Haapanen, 2014). Teachers are empowered to impart quality education and student are
provided with a sense of belongingness and self-satisfaction.
In order to be a responsive classroom teacher, the following points need to be considered,
 Healthy teachers can make healthy classrooms- it includes the importance of self-care.
Social and emotional well being is not only vital for students but are equally important
for teachers as well. Teachers are also at times feel stressed out and need to make self-
care a priority (Hall, 2018). Personal self-care may include clearing the mind via
meditation or deep breathing, setting work boundaries to balance both personal and
professional life and get to moving by walking, exercising or engaging with family
("Healthy Teachers Make Healthy Classrooms | Responsive Classroom", 2019).
Professional self-care can be practicing what is to be taught and connecting with other
teachers for increased socialization and professional knowhow.

3SOCIOLOGY
 Increased mental presence through increased empathy and emotional quotient-
teachers having empathetic nature are more student connected than the ones who are
more focused on academic subjects rather than students’ perspectives. Teachers need to
build the bridge gap in between them and students so that emotional synchronization is
made effectively. Unless and until a student feel that connection the teacher will not be
successful in their endeavor (Hall, 2018). Responsive classroom provides both teachers
and students opportunity to fill the gap and increase emotional connections instead.
 Practicing the quite time approach of responsive classroom- teaching is a challenge
and networking help in facing the challenge in the most efficient manner. The self-
regulation and self-relief technique need to be followed equally by the students as well as
the teachers ("Healthy Teachers Make Healthy Classrooms | Responsive Classroom",
2019). Teachers may practice the quite time approach jointly with their students.
Feedback is one most important criterion to decide upon the effectiveness of the
responsive classroom approach and it help in finding the true worth of the teacher
(Haapanen, 2014). It also provides room for opportunities to improve and implement
changes if required. Thus, practical process practice of responsive classroom techniques
will strengthen the relationship between teacher and student and will improve each
other’s weak areas and will in turn develop a positive learning community.
Thus, it is evident that not only students but teachers as well need to practice healthy learning
practices and responsive classroom is the best opportunity for this.

4SOCIOLOGY
References
Chen, D., & Yang, X. (2017). Improving Active Classroom Participation of ESL Students:
Applying Culturally Responsive Teaching Strategies. Theory And Practice In Language
Studies, 7(1), 79. doi: 10.17507/tpls.0701.10
Haapanen, I. (2014). Nurture and Change: The Establishment of a Dynamic and Responsive
Teacher Education Classroom. Policy Futures In Education, 12(6), 794-804. doi:
10.2304/pfie.2014.12.6.794
Hall, R. (2018). Responsive Teaching: Focus on Measurement and Research In the Classroom
and The Home. Focus On Exceptional Children, 3(7). doi: 10.17161/fec.v3i7.7363
Healthy Teachers Make Healthy Classrooms | Responsive Classroom. (2019). Retrieved from
https://www.responsiveclassroom.org/healthy-teachers-make-healthy-classrooms/