Teacher And Student Interaction

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Teacher and students’ interaction and students’ learning motivation Human being is dynamic. He frequently seeks for a progress in every part of his life. Learning is one of those parts. Learners attempt to improve their learning process all the time. In doing so, they need motivation. The question is how this motivation takes place. Interaction in the classroom is one these factors. This interaction may be between the teacher and students or between students themselves. For instance, Morgan (1997) achieved a high level of motivation in the teaching of intonation by bring in the learners’ social and cultural attitude. This study will consider the effect of interaction between teacher and students in the classroom, the relationship between teacher…show more content…
This interaction can be done when it is formed proximity and familiarity with student academic advisor. According to Purwanto (2006), one of the goals is to develop interpersonal communication motivation. Through interpersonal communication one can motivate others to do good and positive. Motivation is a strong push from within a person to do something. Basically a person tends to do things because other people are motivated in different ways, such as providing intense financial or nonfinancial, such as granting recognition or reward his performance and give to…show more content…
Motivation fluctuates, and it is challenging to keep language learners' motivation at a high level all the time. When designing a language course, teachers must take into consideration that each learner has different interests and expectations. Although there is more research regarding the academic effects of positive teacher-student relationships for older students, there are notable social outcomes as well. Teachers are an important source of social capital for students (Muller, 2001). Social capital in a classroom setting is defined as caring teacher-student relationships where students feel that they are both cared for and expected to succeed (Muller, 2001). Social capital from positive teacher-student relationships can manifest itself in many different ways. For high school students, positive teacher-student relationships can reduce rates of dropping out by nearly half, help explore options for college, and provide support for further academic or vocational aspirations (Dika & Singh, 2002). Common reasons for dropping out include low levels of family support, low academic achievement, poor relationships with peers and adults, and low interest in academics (Henry, Knigh, & Thornberry, 2012). Positive teacher-student relationships can impact students’ social and academic outcomes, and thus reduce drop-out rates

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