The relationships between students and teachers should be trust and caring; otherwise, the effectiveness of study will be minimal. In his article “Self-Regulation and Teacher-Student Relationships,” Ph.D. Steven Fleisher writes about the interaction between education and psychology and its positive influence on students’ self-regulation. Self-regulation is a process when people plan something, act according to these plans, and self-estimate the outcomes (Fleisher, 2012, p. 23). The main aim of a teacher is to show the value in the task, so that the students will seek to set a goal (Zumbrunn, Tadlock & Roberts, 2011, p. 8). Fleisher illustrates two theories of the study – Object Relations (Winnicott) and Attachment (Bowlby). The first theory means making people feel that they are “genuinely heard and understood” (Fleisher, 2005, p. 24); thus, they will develop a true self. The second theory means that when caregivers adjust to the experience of others, persons in their care will feel safe and confident. One more approach, which is provided in the review, is that of Deci and Ryan, who claim that a teacher should support students’ autonomy and ensure considerate relations with them. At the same time, Fleisher asserts that there exists a gap between teachers and students because students are compliant, and teachers are “demanding enforcers” (2005, p. 24). The aim of his article is to change this fact and assist teachers and students in establishing good mutual relations, combining educational psychology and psychological theories.
Biblical Scripture tells, “You then who teach others, do you not teach yourself? While you preach against stealing, do you steal?” (Romans 2:21 New International Version). These words mean that if a teacher creates trusting and close terms with his/her disciple, he/she will show an example of a good attitude towards other people. Otherwise, if a teacher is a tyrant, the rhetorical question arises: what kind of students will he/she educate? Besides, classroom climates will be harmed if teachers behave in derogatory way (Doll, 2010, p.12). Fleisher recommends applying of psychological theory in the classroom “to enhance teacher education and student learning and success” (2005, p.26). Moreover, he hopes that his study will help “to resolve historical tensions between education and psychology” (Fleisher, 2005, p.26).
The article is important for the development of positive and close relations between teachers and students, and it may help to make these relations possible. Nevertheless, the author does not provide the examples of its implementation, nor gives he some advice. There is no information about a treatment of students of different genders, which might be essential for this study. For example, Bachelor of Primary Education Lauren Liberante tells that teachers often treat boys and girls differently (2012, p.4). The author claims, however, that a teacher should see a student but not a boy or girl. If students of both genders get necessary support and help, the educational process will become more engaging for them and their teachers. Though Fleisher does not mention gender, he affirms that trusting environment in the classroom will help students to be more autonomous and self-regulated, and it will lead to academic success (2005, p. 25).
After reading the article, I made the following conclusions. First, the article is helpful for the development of a teacher behavior management. Second, it provides close co-operation between psychology and education and describes the beneficial outcomes of such co-operation. However, a lack of examples complicates its realization in practice. In the future, I would like to study the problem of self-regulation and teacher-student relations more deeply because it can help to improve the educational process and stimulate students to learn something new.
Doll, B. (2010). Positive School Climate. Principal Leadership, 12-16. Retrieved from http://www.nasponline.org/resources/principals/school_climatepldec10_ftsp.pdf
Fleisher, S. (2005). Self-regulation and teacher-student relationships. Academic Exchange, 23-27.
Liberante, L. (2012). The importance of teacher–student relationships, as explored through the lens of the NSW Quality Teaching Model. Journal of Student Engagement: Education Matters, 2(1), 2-9. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1008&context=jseem
Zumbrunn, S., Tadlock, J., & Roberts, E. (2011). Encouraging self-regulated learning in the classroom: a review of the literature (pp. 1-28). Virginia: Virginia Commonwealth University. Retrieved from http://www.mehritcentre.com/assets/documents/Self%20Regulated%20Learning.pdf