Hello My Name Is: Relationships as Motivation in the Undergraduate Classroom
AbstractTeacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a fundamental prerequisite for higher learning (Curzon-Hobson, 2002). Further, the relationship allows for the construction of a safe and nurturing environment that facilitates the students’ ability to create and trust their knowledge (Raider-Roth, 2005). Relationships may even be correlated with student participation and enthusiasm for discussion (Davis, 1993). The purpose of this study was to assess the impact of a deliberate focus on relationship building in the undergraduate classroom at the United States Military Academy. Using a teacher-as-researcher method, the instructor asked students to make personal introductions for 4 classes (semester 1), 8 classes (semester 2), and 11 classes (semester 3) to support class cohesion and improve classroom participation by enhancing student-student and student-teacher relationship. The study used qualitative data to assess the impact of introductions on student participation and satisfaction and to facilitate the development of student enthusiasm. Keywords: relationship, motivation, classroom engagement, classroom participation
Dec 31, 2014
How to Cite
BONURA, Kimberlee Bethany; BONURA, Michael. Hello My Name Is: Relationships as Motivation in the Undergraduate Classroom. Stamford Journal - Discontinued May 2014. Replaced by the ASEAN Journal of Management & Innovation., [S.l.], v. 5, n. 2, dec. 2014. ISSN 1906-1838. Available at: <http://journal.stamford.edu/index.php/stamford-journal/article/view/20>. Date accessed: 22 sep. 2017.
Volume 5 Number 2, June 2013-December 2013