Most experienced teachers have struggled to like a student at some point.
Often it’s the badly behaved student who won’t play ball. Despite a teacher’s best intentions, he or she finds it hard to like or see the good in the child.
Not a big deal? Wrong. Student-teacher relationships are among the most important predictors of engagement and achievement at school with an effect size of .72 (Cohen’s d). In layperson’s terms, the relationship to the teacher (and relatedness to others in the classroom) has a HUGE influence on the student’s learning and achievement. There’s more about this in the paper by Skinner and Furrer as well as in the book by Hattie.
Keep reading here: http://positivepsychologynews.com/news/denise-quinlan/2011120219925
This article is by Denise Quinlan, MAPP ’08. Denise is a trainer with the Penn Resiliency Program and Strath Haven Positive Psychology Curriculum and is currently a PhD student focusing on strengths and subjective well being. She has over twenty years experience in management consulting.