Meaningful teacher-student interactions

Jolene raised great questions in the Motivation forum a few days ago, According to Komarraju et. al.,"[student]–faculty interactions can be crucial in developing students’ academic self-concept and enhancing their motivation and achievement" (Meera Komarraju, 2010, p. 332).

1. Do you find this to be true in your classrooms? If you interact with your students more often, do you find that they are more motivated and more accountable?
2. What types of student-teacher interactions do you think are the best for increasing students' motivation?

Picture Credit https://teaching.unsw.edu.au/sites/default/files/u25/interaction2.jpg

I agree that the amount of faculty-student interactions correlates with student motivation positively - if the interactions are meaningful to learning. I had one student writing in my evaluation" I wish she could learn how to quietly sit there instead of constantly interrupt us". Not every student wants to interact with the teacher all the times. They may need a quiet moment, not being "kindergardened", or they may be more than capable doing the task.

So what are the meaningful and effective interactions, to me, they are the ones where

1. Teachers show their pleasure and enjoyment of students
2. Teachers interact in a responsive and respectful manner
3. Teachers offer help at the same time, offer time and space allowing learners to take control of their learning 

Picture from http://www.ncsl.org/documents/cyf/class_policybrief_2009.pdf

Although the reference above is based on childhood education, some of the statements still stay true to other levels of education. Effective teacher-student interactions  

1) Create emotional support and cultivate positive relationships among teachers and children 

2) Improve classroom organization that encourages frequent, engaging learning activities 

3) Provide instructional support and cognitive stimulus that facilitate learning 

Reference

Komarraju., Musulkin., & Bhattacharya. (2010). Role of student-faculty interactions in developing college students academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332-342.