Contact+Zone-+Student-Teacher+Relationships

=**Student-Teacher Relationships:**= ===When deciding upon what is and is not appropriate as far as student-teacher interactions go, it is important that we decide as teachers what kind of relationships we want to have with our class. According to Ruby Payne, author of __Understanding Poverty__, discusses at length the idea of teacher-student relationships, and how these relationships are essential into creating a productive classroom environment. At the heart of these relationships is the concept of respect; when a student feels respected they are much more likely to open up and express themselves.===

Because the term “relationship” holds so many different meanings, Payne describes the type of relationship she means on page 144:
===What then, is meant by relationship? (Should students become my personal friends? Should I go out with them?) A successful relationship occurs when emotional deposits are made to the student, emotional withdraws are avoided, and students are respected. Are there boundaries to the relationship? Absolutely – and that is what is meant by clarifying expectations. But to honor students as human beings worthy of respect and care is to establish a relationship that will provide for enhanced learning.===

So should we have explicit relationships with students? ABSOLUTELY NOT. But should we take the time to get to know them as individuals, as specific learners who deserve our undivided attention? Yes.
===As we will come to find, and as Payne goes into at great length in her book, forming strong relationships with our students can do more than just create a comfortable classroom environment; these relationships can actually provide much needed structure for those in poverty. Whether or not we have experienced it yet, it is almost inevitable. According to the U.S. Census Bureau, “Nationally, the number of young people living in poverty increased from 14.7 million in 2009 to 15.7 million in 2010”. The Bureau also states that, “…children who are poor before age six have been shown to experience educational deficits”.=== ===With the growing struggles of poverty in their lives, students in these low socioeconomic situations are especially in need of a strong relationship with influential adults, such as teachers. Payne writes,=== ===“When students have been in poverty (and have successfully made it into the middle class) are asked how they made the journey, the answer nine times out of ten has to do with a relationship – a teacher, counselor, or coach who made a suggestion or took an interest in them as individuals” (143).=== = = =**The Pennsylvania Code of Professional Practice and Conduct for Educators:**= ===Because relationships between student and teacher could be so misconstrued, each state has put into practice its own form of behavioral conduct. The two sections of the Code of Conduct that this lesson will focus on are Section 4: Practices, and Section 5: Conduct. Under Section 4, the Code states that:=== ===4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive.=== ===5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning.===

6)Professional educators shall impart to their students principles of good citizenship and societal responsibility.
===7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communication with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect.===

8) Professional educators shall be open minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment.
===9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless require to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator.===

10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student’s health and safety.
===All of the above conditions are required, by law, to be upheld. Further into the Code, section 235.5 discusses specific conduct in regard to relationships with students. It states that “the professional educator may not:===

**Lampeter-Strasburg School District: Code of Ethics:**
===Though each school in Pennsylvania has to abide by the same Codes of Conduct, each school writes up their own rules in regards to teacher-student relationships. In the Lancaster school district, Lampeter-Strasburg provides the following code of ethics for employee and student relations:=== ===“District employees are entrusted with the physical and mental well-being of every student. Therefore, employees shall treat students with respect and care and be aware of their proper roles as public servants, role models and contributors to student development. Employees shall not exploit, harass, or discriminate against any student or require students to perform work or service that could be detrimental to their health.”=== ===Essentially, this is all of the information provided to new teachers who are given the responsibility of caring for multiple students. Clearly, it leaves many “gray” areas as questionable circumstances will arise through the school year, and teachers will struggle to find the balance of relating to students on a personal level while maintaining the role of a professional educator.=== =**Putting It All Together:**= ===When it really comes down to it, deciding what is appropriate and what is not in the classroom will be based upon our best judgment. By this stage in our education we are aware of what is indefinitely crossing the line when it comes to our interaction with students. However, to give a clear-cut list of what actions are right and which are wrong in every case would be impossible. How we react to our students is situational. We have provided you with the legal standards that are fully expected to be upheld in every circumstance, however, the rest of the learning process is up to you.=== ===When deciding which action to take, think back to the in class examples and the justifications you made for those pretend responses. Why did you choose to answer in that way? Would your response have been different had the situation involved a different student? Ask yourselves what would benefit the student, what would benefit your relationship with them, and if any harm could be done to the student or yourself.=== ===Don’t forget; you are not in this alone. You will not be placed in a school with only new teachers that have the same struggles as you do. USE YOUR RESOURCES. If you don’t know how to handle a certain situation, ask one of your colleagues (provided it does not interfere with your teacher-student confidentiality). Principals, counselors and other faculty members are there to help you make this transition, and it is much better to gain their insight than to make a potentially harmful mistake.===

Works Cited "Code of Ethcis." L-S School District School Board, 7 Sept. 2011. Web. Payne, Ruby K. "Chapter 9: Understanding Relationships." //A Framework for Understanding Poverty//. Highlands, TX: Aha! Process, 2005. 143-44. Print. Pennsylvania's Code of Professional Practice and Conduct for Educators, § 4-5 //et seq//. Print. Wright, Lori. "1 Million More Children Living in Poverty since 2009, New Census Data Released Today Shows." //EurekAlert! - Science News//. University of New Hampshire, 22 Sept. 2011. Web. 24 Sept. 2011. .