Caring for Students: What Teachers Have to Say

Abstract

In this exploratory qualitative study we examined teachers' perceptions of teacher behaviors that convey caring in upper elementary and middle school classrooms. Data collection included teacher interview, classroom observations, and teacher self-reflection. Major findings include specific caring behaviors perceived by teachers that are identified and described in four themes: (a) fostering a sense of belonging, (b) getting to know students personally, (c) supporting academic success, and (d) attending to physiological needs. Our findings contribute to a body of research on caring by including teachers' voices and illuminating an authentic approach in caring for students. Our description of caring behaviors and patterns of interactions demonstrate caring in ways that may not be congruent with the norm. Thus, our findings may provide new insight for educators to examine their personal ideology.

EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic

“…As the user, students can adjust their visual background light of their device and their room to reduce eye strain. However, as a facilitator, teachers should give breaks as proof of the teacher's understanding and evaluation toward students' condition (Garza et. al., 2014;Narinasamy, 2018).…”

Using Teacher Praise With Middle and High School Students

“…In fact, research examining middle school students' perceptions of relationships with teachers indicated that acknowledgment of student success, emotional closeness, willingness to help, and high expectations were all noted as key elements in a high-quality student-teacher relationship (Alder, 2002;Guess & Bowling, 2014). Similarly, teachers of middle school students in one sample reported that providing praise to students within the context of supporting academic success is one component of teacher behavior that contributes to care and closeness with students (Garza et al, 2014). Murphy and Zlomke (2014) indicated that positive student-teacher interactions support students' social development and can improve their attitude toward school, thereby improving their attitude toward their teacher and classroom learning environment.…”

Support of students by academics in a nursing foundation programme at a university in the Western Cape

“…Caring and nurturing characteristics: Caring can be viewed as fostering a sense of belonging, getting to know students personally, supporting academic success and attending to physiological needs (Garza et al 2014 :1).…”