How Teacher-Student Interaction Can Improve

How Teacher-Student Interaction Can Improve

In a classroom setting, the teacher-student dynamic is the most important one. Both students and teachers are expected to collectively work towards building and maintaining a mutually-productive and beneficial relationship with one and another. For the student, the relationship ought to inspire, guide and motivate him to perform well in his academic, whereas for the teacher, the nexus must improve the teacher’s talents and skills as a mentor and guide.

This article explores the various ways by which teacher-student interaction can be improved. There have been reams of research and reportage on the subject. We have compiled a selection of tips and techniques to help foster better communication and connection between teachers and students.

  • Getting to know each other: A teacher needs to make the first move. The sooner a teacher initiates an introductory conversation, the sooner the ice will be broken. Students like teachers that interactive and forthcoming. It leads students to feel at ease and comfortable in the teacher’s presence. The initial interaction could include questions about students’ hobbies, interests, study goals, course expectations etc. While teaching the subject, teachers should ensure that the sessions are as engaging and interactive as possible.

  • Climate of Positivity: Teachers must try to create a classroom atmosphere that is full of positive vibes and optimism. This enables an emotional connection to come about between the teachers and students. Students feel more confident to voice their concerns, questions and queries, thus facilitating more interactivity in the classroom. Teachers ought to feel and show excitement while teaching lessons. If the environment around them is dull and dreary, students will not feel motivated to learn and infer.

  • Teacher Sensitivity: Interaction between teachers and students is built upon the principle of empathy. If a teacher is able to identify students’ academic and social needs, students will feel inspired to engage more and showcase their potential in the subject, and overall. Therefore, on teachers’ part, they must make an effort to be receptive to the students’ academic and emotional needs.

  • Promote Productivity: Teachers that operate on the principle of doling out constructive criticism and compliments are known to be more liked by students compared to others. In order to improve the teacher-student dynamic, it is advisable that teachers encourage students by offering regular feedback and appreciation so that students can perform productively in their academics throughout the year.

  • Show no bias: Display of favoritism in class puts off student and makes them feel like lesser mortal. In a bid to ensure that this does not happen, teachers must make sure that they play fair and just with all students, give them equal importance and attention. No student must be granted special privileges by a teacher, it does not reflect well on the other students. In classroom, teachers must practice the ‘no partiality, no bias policy’. This will egg on students to do better and get noticed for their efforts at some point.

  • Encourage Participation, not just ‘Right Answers’: It has been observed that in many classroom settings, students are unable to perform to the fullest of their ability because the teacher demands only ‘right answer’ to every question. Such an attitude and atmosphere makes students skeptical, and as a result they begin to doubt their own capabilities. In order to induce more interactivity with students, teachers must endure to create an ambiance where student participation matters more than the right answer. If teachers are able to successfully create such an environment then, students will be persuaded to discuss more and think critically about the concepts taught in class.

  • Steer clear of threats and punishment: If a student commits something that disrupts or disturbs the class, teachers must not employ the punishment tactic, rather utilize the time-out method. Once the time-out is complete, teachers should have a sit down with the student and try to gauge the matter of bother. The teachers should actively listen, inquire and gauge what is the matter and come up with ways to resolve the same. If a student wants to vent out, give him or her the space to do so. Once that it done, then talk to the student and discuss ways that such a behavior can be avoided in future.


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