A Compelling Case

With relationships at the core, schools should engage students and provide opportunities for students to be successful by increasing their abilities and stimulating their talents and personality (Wang et al., 2014). Bandura (1971) adds to this understanding by stating that learning is dependent on the interaction between the school environment and the student. The failure or success of the student will be determined by the quality of the interaction and the environment with which they are placed (Bronfenbrenner, 1979). The research by Bandura (1971) plainly demonstrates the significance of the social learning context. Bronfenbrenner’s (1977) research adds to the significance of the learning environment and culture. Since the landmark research of Bandura and Bronfenbrenner, studies continue to show the impact a positive environment has on student achievement (Ali & Siddiqui, 2016). When a relationship of trust is present between a student and an adult, the student will rise to the expectations presented (Balkar, 2015). This response, known as the Pygmalion effect, where students will rise to the level of expectation that is placed upon them (Howard et al., 2015) is the practical application of the theories discussed.

A compelling case can be made for the relationship between a teacher and the student as the building blocks of academic achievement. A school culture of high expectation has a strong positive relationship to academic achievement. The school culture of high expectation is made up of the relationships that are built on the school campus. As studies report, relationships have to come before academic rigor. Students will work for their teacher when they know their teacher cares about them and has an authentic belief in them. In contrast, when students feel their teachers do not care, or believe their efforts are futile, their academic achievement is diminished.

Learning occurs more frequently when teachers make the authentic attempt to be actively engaged in the interaction with students and school culture is driven by the relationships that exist on a campus. The bottom line is that when high expectations for student achievement are present, high academic achievement will be the result.

Until next time...