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Hello My Name Is: Relationships as Motivation
PROCEEDINGS

, Walden University, United States ; , University of New Mexico - ROTC, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a fundamental prerequisite for higher learning. Further, the relationship allows for the construction of a safe and nurturing environment that facilitates the students’ ability to create and trust their knowledge. Relationships may even be correlated with student participation and enthusiasm for discussion. 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.

Citation

Bonura, K. & Bonura, M. (2013). Hello My Name Is: Relationships as Motivation. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1256-1260). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

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