The teacher student relationship effects on student's attitudes toward language learning
Teaching and teachers from all fields are attributed with diverse kinds of characteristics that must exist in all of those whose purpose is to warrant an effective learning in students. It is concerning to this, that ESL Teachers not only need to have some previous academic knowledge in pedagogy, b...
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| Autores principales: | , , , |
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| Otros Autores: | |
| Formato: | Tesis |
| Lenguaje: | es_SV |
| Publicado: |
2024
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| Materias: | |
| Acceso en línea: | https://hdl.handle.net/20.500.14492/13891 |
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| Sumario: | Teaching and teachers from all fields are attributed with diverse kinds of characteristics that must exist in all of those whose purpose is to warrant an effective learning in students. It is concerning to this, that ESL Teachers not only need to have some previous academic knowledge in pedagogy, but also they have to reflect on their personality when teaching for achieving a more effective learning outcome and being able to deal with different students’ needs and nature. The essence of this bibliographical research is to present the interest and concern about effects on students’ attitudes toward language learning influenced by teacher-student relationship. Likewise, this research overlooks many cognitive theorists such as: Brophy J.Good and Pianta Robert C., who argue that “learning is a social event and their studies claim the importance for teachers to avoid neglecting to form emotionally warm, supportive relationships with and among their students.” It is crucial to recognize that every teacher has his or her own teaching style which provides, in most of the cases, an agreeable learning environment for students; understanding that a positive learning environment must be one in which school staff and students build interactions in which people feel accepted, respected and where learning is the main focus, by overcoming challenges and changes at the moment of teaching students. |
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