Importance of Subject-Related Extracurricular Activities in Fostering Teacher-Student Relationships

Importance of Subject-Related Extracurricular Activities in Fostering Teacher-Student Relationships

?

Overview

Subject extracurricular activities provide an opportunity that consists of both the educators and the learners going above and beyond the skills which have been imparted to them in the classroom environment. They also allow educators to guide learners through practical aspects of learning which helps in enhancing their relationship with the students. By focusing on the subjects, teachers and learners can also appreciate and understand the projects and the appreciation by doing so will enhance the performance in academics as well as the relationship between the two parties. This article explains how teacher and student relationships are enhanced through the use of subject-related activities while developing a better understanding of the subject.

The Influence of Subject-Related Activities on the Relationships between Teachers and Learners

?

1-????? Promoting Informal Communication

?

Working on subject-related issues allows the teachers and the students to interact informally outside the four walls and the time constraints of the classroom. These meetings help in respect-building as students are permitted to come and ask the teachers as many questions as possible with an open mind. Students are likely to be more comfortable disclosing their academic problems and asking questions in non-traditional settings where teachers are viewed as partners and guides. Little by little, this familiarity develops trust and encourages a positive attitude towards learning, within the institution as well as outside the institution.

?

?

2-????? Fostering Motivation and Participation

?

The desire to learn from students increases when they get engaged in activities relevant to the subject. Those teachers who guide or conduct educational festivals or contests can also ‘light this fire’ and mobilize the brain. In situations where teachers offer feedback regarding their academic performance, students usually become more confident and their attachment to educators is enhanced. For instance, a problem-solving club might stimulate students of a math teacher to engage in more complicated tasks to enrich their subject knowledge and social skills as well (Fredricks & Eccles, 2006).

?

3-????? ?Cultivating Critical Thinking and Collaboration

Subject-specific extracurricular activities require coaching-cum-mentorship with teachers in the garb of facilitators rather than conventional instructors. This relationship allows students to have control of their education and instructors provide guidance and assistance. Students improve their critical thinking skills and develop a good bond with the teacher as they work together to solve academic problems. They can observe how their students engage in problem-solving, a window into the individual learning styles of each child (Wentzel, 2003).

Extracurricular Involvements Samples

1. Competitions/groups through math clubs

Student-centered co-curricular activities like problem-solving groups and tournaments such as math could help teachers and students learn mathematics together in a collaborative base and tendrils structure. The teachers are to act as coaches, helping the students practice tough mathematical concepts and problem-solving tools so that they can be equipped for challenging competitions on their own. Students benefit from receiving individualized feedback and also being able to understand mathematical theories (…)

A teacher could also proctor a “dress rehearsal” for the American Mathematics Competitions (AMC) by handing out an AMC which students took under timed conditions. As the teacher guides them through perfecting more complicated topics, they are supporting the student through this process as well. This cooperative endeavor helps Students in brushing up on elementary subjects, as well as their association with the teacher.

?

2. Science Fairs and Research Projects

Science fairs are further productive activities where teachers can collaborate with students on real-life projects related to the topic. Within this context, teachers lead students as they develop hypotheses and design experiments teaching valuable research skills. This collaborative approach, tailored to students and teacher feedback can improve the relationship between teacher-student.

A biology teacher who teaches students to arrange a science fair could help them conduct an investigation of biodiversity in the region. While the students engage in inquiry and experiments, the teacher feeds them with scientific procedures that encourage creativity and critical thinking. By having your back, students can have a sense of security in their abilities and that their teacher will help lead the way.

?

3. Past Debates and the Creation of a UN Model

The extracurricular activities like the history debates & Model(UN) of the United Nations program tended to incorporate a large portion of what was given in class for social studies and history. Through resources, supporting research, or helping to formulate strong arguments or policy recommendations, teachers facilitate these endeavors.

For instance, when teaching a unit on WWII and he is giving a lesson about the politics leading up to the War; directly after he could conduct a debate from competing nation-sides with students by placing them into small groups. The instructor is almost a coach for the students throughout, providing some historical context and pushing them to make good arguments about their stance. Working together, helps the instructor build closer relationships with students.

4. Language and Literature Clubs

Language and literary groups give students an informal space to read, write, and discuss it. Teachers running the clubs could expose students to certain landmark texts, conduct discussions around major themes and symbols, and facilitate creative output. Students would benefit greatly from a relaxed learning atmosphere where they can freely share their ideas and interpretations.

For example, a literature club hosted by an English teacher could choose to select a classic title such as Pride and Prejudice. Facilitate On weekly basis meetings, the teacher should encourage students to state their views and discuss the different themes of the book, character development, and historical facts. This also helps in developing teacher-student relationships as they get to know each other through shared love for literature.

Nowadays, as technology sneaks up into classroom settings subject-specific extracurricular activities like robotics and coding clubs are getting more mainstream. The teachers in these clubs assist their students in difficult robotics exercises and programming problems, providing valuable STEM skills. Engagement with the use of hands when occurring creatively and informally, promotes contact between teachers and students.

For example, a computer science professor could create a robotics club in which students work together to design and fabricate robots that can participate in competitions. All with live demonstration by the teacher guiding the students through some troubleshooting leading to building technical confidence as well as developing a relationship with your instructor. Working together in this way encourages mutual respect and a better understanding of the subject and each other.

In summary

Subject-related extracurricular activities provide a lively and exciting means for educators and learners to foster meaningful relationships. Through extracurricular activities like science fairs, math clubs, literature associations, history debates, and technology events; in these activities educators and students encounter each other beyond the classroom walls enabling a better understanding of the topic learned, cooperation, and trust. Moreover, in broader terms, the activities create a vibrant, supportive learning environment that helps students not only with academics but mentally and socially too.

References

Eccles, J. S., & Gootman, J. A. (2002). Community Programs to Promote Youth Development. National Academies Press.

Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698-713.

Wentzel, K. R. (2003). Motivating students to behave in socially competent ways. Theory into Practice, 42(4), 319-326.

?