Positive Teacher-student Relationship In Cooperative Learning

Teacher-student relationships,especially the positive teacher-student relationship,are of great importance to students’ achievements.The complexity of the school environments and the current educational responsibilities are challenging for teachers in building relationships.Cooperative learning,a pedagogical innovation that offers an excellent platform for the development of cognitive and social skills needed for sustainable development in the classroom,is studied to be significant in improving teacher-student relationships.The comparative study was conducted to shed light on the complex nature of positive teacher-student relationship.To elaborate on the problem,the following questions were posed.First,why is it necessary to create positive teacher-student relationships in the classroom? Second,how does cooperative learning positively affect teacher-student relationships? Then,how can inclusive language influence cooperative learning?The comparative study was conducted in two schools from Ghana and China,involving 150 students and 10 teachers.The instruments for data collection are comprised of open-ended questionnaires,formal and informal interviews,and field observations.The comparative study analyses the perceptions and experiences of positive teacher-student relationship of those participants.Findings were then compared between both groups of participants to answer a subsequent research question.The thesis includes the following components:The first chapter introduces the background of the study,the statement of the problem,and the theoretical basis.It also includes the definition of terms and the study’s significance.The second chapter reviews the existing literature on the topic.While it discusses elements,characteristics,and challenges of a positive teacher-student relationship,it also discussed the elements of cooperative learning.Through the analysis,it was concluded that with more constraints for building a positive teacher-student relationship through attachments,cooperative learning that is inclusive of expressions is viable for building a positive teacher-student relationship.The third chapter presents the research questions and the hypothesis guiding the study.Settings and participants’ demographics are presented as well as the methods and principles for carrying out the research.The fourth chapter is data analysis and findings.Questionnaire responses are analyzed,interview responses and transcripts from classroom observations are categorized and qualitatively narrated.The findings show more similarities than differences in perceptions between participants from China and Ghana.First,both groups of teachers perceive two-way communication and teamwork as the most significant elements for building a positive relationship in the classroom.Second,interaction as one of the cooperative learning elements is significant to a positive relationship.Differences between the two will be discussed further in Chapter 5.The fifth chapter is comparison of findings.Three dimensions,including positive teacher-student relationship,positive teacher-student relationship in cooperative learning,and positive teacher-student relationship in inclusive language,are compared in this study.Comparative details are presented in Figure 5.1: to both schools,factors including communication,unity,interdependence,understanding,and respect are cooperative elements perceived to be significant to a positive teacher-student relationship;both groups of teachers face difficulties such as converting theory into practice,time constraint;and they are unfamiliar with inclusive language;for M school in China,large classes and students’ sensitivity influence positive teacher-student relationship,while for X school in Ghana,too many classes and students’ personality are the challenges.The final chapter involves conclusion and recommendations.The study concludes that the theory of positive interdependence is compatible with the nature of cooperative learning in which a positive teacher-student relationship is created and maintained through mutual interaction among the classroom members,that interactions are positive when expressions are inclusive.Recommendations are presented to teachers in Ghana to consider student’s relevant prior experience,implement effective communication,know your students,emulate positive behavior,and treat differences with respect.Recommendations are also presented to teacher educators in Ghana to provide practical pre-service teacher training and effective professional development for teachers.Lastly,it points out the participation among people of diverse backgrounds and subject areas as limitations suggested to be studied in future researches.