A CASE STUDY OF STUDENT AND TEACHER RELATIONSHIPS AND THE

EFFECT ON STUDENT LEARNING

MEDELYN J. ARZADON

TRISHA R. BALUCAS

JOAN JOY E. MALLILLIN

ROSELYN JOY M. TUMAMAO

Researchers

REGIONAL SCIENCE HIGH SCHOOL FOR REGION II

Camp Samal, Arcon, Tumauini, Isabela

SHERYL A. BELTRAN

Araling Panlipunan Teacher

S.Y. 2017-2018
 CHAPTER I

Introduction

Supportive teacher-student relationships are a critical aspect of the interpersonal

climate in schools. Relevant concepts in the literature include teacher support, social capital
in school, school as a community, and responsiveness of the school. Although different terms
were used, studies found positive effects of supportive teacher-student relationships on
various student outcomes. A supportive teacher-student relationship was positively related to
social self-concept, school adjustment and grade, whereas it was negatively associated with
externalizing behavioral problems, internalized symptoms, and school dropout.

Students were more behaviorally and emotionally engaged when they had positive
relationships with their teachers and this further contributed to their academic achievement.
The current study, however, focused on the effect of the school environment, because school
is the setting where student engagement actually occurs. Schools exert great influence on a
student’s engagement by promoting or constraining an individual student’s opportunities for
engagement. There has been a controversy over which classroom and school characteristics
matter most, both for schools and for students.

The impact of the teacher-student relationship on the child’s development proves to

be particularly important in the first years of scholarization, when pupils consolidate relevant
competences on how to be successful at school and how to develop accurate cognitive
representations of themselves as learners - representations that reveal themselves to be
decisive in the subsequent years.

Statement of the Problem

This case study the student and teacher relationship and the effect on student learning
is aims to explores and identify the process involved to develop student teacher relationship
and their interactions. Further, it investigates how communicative language teaching
approach and cooperative learning while teaching affect and improves students’ learning
performance. By having a good relationship with students, teachers offer them the chance to
be motivated and feel engaged in the learning process. By understanding factors that shape
this relationship, we make progress toward helping teachers forge positive student teacher
relationships even with difficult students(hotgetn,2007).

The objective of this research is to investigate how a supportive relationship between

teachers and students in the classroom can improve the learning process. This case study also
aims to know what should a teacher do to establish and maintain the effective relationships
with their students and to help students practice and deepen their understanding of their new
lesson. This study focuses on student-teacher relationships, their correlates, and other factors
associated with change in relationship quality. If this is the case, it is important to identify,
and eventually strengthen, factors that may enhance the quality of student-teacher
relationships, especially for those students who come from higher risk environments.

Mohrman, Tenkasi, & Mohrman, (2003) assert “lasting change does not result from
plans, blueprints, and events, rather change occurs through interaction of participants”.
Strong teacher-student relationships may be one of the most important environmental factors
in changing a child’s educational path (Baker, 2006). This case study will explore the
environmental factors that are deliberately created by the study participant as she interacts
with the student on their educational path.

An approach to accountability that includes a broader range of measurement of

effective classroom instructional practices should include the relationships the teacher builds
with her/his students (Gablinske, 2014). The quality of the relationship between a student and
the teacher will result in a greater degree of learning in the classroom according to Downey
(2008).

The teacher and student relationship can be an effective key stone to that allows the
other aspects to work well. Learning is a process that involves cognitive and social
psychological dimensions, and both processes should be considered if academic achievement
is to be maximized. To determine the techniques and methods needed to build an effective
student-teacher relationship is one of the purpose of this study. Results of this study will help
teachers to learn about how a supportive relationship between teacher and students can help
to increase the learning process. This study provides the keys to know and make the
relationship of the student and teacher more
Our Connection to this Study

Our role to this study is to shaped our previous experience working in the field of high
school learning with the teachers in the past four years. Our learning experience as a students
afforded us the opportunity to be embedded in a variety of classrooms, learning alongside the
teachers in grades high school and providing us the support. I believe these experiences have
given us the unique insight, understanding prior to the knowledge of learning .

We also know that these experiences certain biases, although every effort will be
made on my part to remain neutral as a qualitative researcher and let the data shape our
analysis and interpretation.

Significance of the Study

The significance of this study is to discuss the effect of student-teacher relationship on

the effect of student learning. Class engagement involves students’ cognitive, emotional and
behavioral responses to in-class and out-of-class activities. Cognitive engagement includes
investment in learning, value given to learning, learning goals, self - regulation and planning.

This case study focusses on Student-Techer Relationship (STR) and it's effect on
student learning. This study will identify whether the way of teaching and communication to
students will affect their academic excellence in the classroom.. This study will help both
students and teachers to establish a good relationship. Having a positive relationship will
benefit the students in terms of academic, social and psychological aspects. A negative
relationship between students and teachers may lead to lower student's self-esteem. If this
happen, the student will not be able to achieve more in their academic life. Awareness of their
relationship will improve their communication and the way of learning.

Thus, as a learner or as a student who valued to pay attention in everyday

engagement, the relationship with a teacher makes the foundation for successful adjustments
to the social and academic environment. Student engagement is a robust predictor of student
success at school. Studies have reported a positive association between student engagement
and academic achievement regardless of race, gender, and socio-economic status.
 For the purpose of this study we as the researchers will focus in actual practices and
deliberate steps a teacher takes to make relationships with his best students in or effectively
the instructors necessary for learning.
 CHAPTER II

Review of Related Literature

In all aspects of the school and its surrounding education community, the rights of the
whole child, and all children, to survival, protection, development and participation are at the
centre. This means that the focus is on learning which strengthens the capacities of children
to act progressively on their own behalf through the acquisition of relevant knowledge, useful
skills and appropriate attitudes; and which creates for children, and helps them create for
themselves and others, places of safety, security and healthy interaction. (Bernard, 1999)

In English the term “Education” has been derived from two Latin words Educare
(Educere) and Educatum. “Educare” means to train or mould. It again means to bring up or to
lead out or to draw out, propulsion from inward to outward. The term “Educatum” denotes
the act of teaching. It throws light on the principles and practice of teaching. The term
Educare or Educere mainly indicates development of the latent faculties of the child. But
child does not know these possibilities. It is the educator or the teacher who can know these
and take appropriate methods to develop those powers.

In Hindi, the term “Siksha” has come from the Sanskrit word “Shash”. “Shash” means
to discipline, to control, to order, to direct, to rule etc. Education in the traditional sense
means controlling or disciplining the behaviour of an individual. In Sanskrit “Shiksha” is a
particular branch of the Sutra literature, which has six branches –Shiksh, Chhanda,
Byakarana, Nirukta, Jyotisha and Kalpa. The Sutra literature was designed to learn the Vedas.
Siksha denotes rules of pronunciation. There is another term in Sanskrit, which throws light
on the nature of education. It is “Vidya” which means knowledge. The term “Vidya” has
originated from “Bid” meaning knowledge.

If we mention certain definitions of education of great educators of the East and the
West, we may have a clear picture of the nature and meaning of the term education.( Kumar
et. al.,2008)

Teachers play an important role in the trajectory of students throughout the formal
schooling experience (Baker, Grant, & Morlock, 2008). Although most research regarding
teacher-student relationships investigate the elementary years of schooling, teachers have the
unique opportunity to support students’ academic and social development at all levels of
schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998;
McCormick, Cappella, O’Connor, & McClowry, in press).

Aligned with attachment theory (Ainsworth, 1982; Bowlby, 1969), positive teacher-
student relationships enable students to feel safe and secure in their learning environments
and provide scaffolding for important social and academic skills (Baker et al., 2008;
O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005). Teachers
who support students in the learning environment can positively impact their social and
academic outcomes, which is important for the long-term trajectory of school and eventually
employment (Baker et al., 2008; O’Connor et al., 2011; Silver et al., 2005).

When teachers form positive bonds with students, classrooms become supportive
spaces in which students can engage in academically and socially productive ways (Hamre &
Pianta, 2001). Positive teacher-student relationships are classified as having the presence of
closeness, warmth, and positivity (Hamre & Pianta, 2001). Students who have positive
relationships with their teachers use them as a secure base from which they can explore the
classroom and school setting both academically and socially, to take on academic challenges
and work on social-emotional development (Hamre & Pianta, 2001).

This includes, relationships with peers, and developing self-esteem and self-concept
(Hamre & Pianta, 2001). Through this secure relationship, students learn about socially
appropriate behaviors as well as academic expectations and how to achieve these
expectations (Hamre & Pianta, 2001). Students in low-income schools can especially benefit
from positive relationships with teachers (Murray & Malmgren, 2005).

Teacher training institutions, principals, and schools’ boards of management must

emphasize the importance of teacher professionalism at all times. There must be clear
policies and statements detailing inappropriate, unacceptable, and criminal teacher-student
relationships. The penalties for these breaches of trust should be attached. During
recruitment interviews, prospective teachers should be screened for any tendency to
encourage negative or improper relationships with students. Background checks may be
needed in a few cases.

The first type of negative teacher-student relationship I want to look at is usually

created by young, inexperienced and immature teachers who are new to the profession. In an
effort to gain acceptance and approval from students, they become too friendly or
familiar. They consider students as peers and give them too much latitude. They are too
lenient with the students and fail to support the professional standards set by more
experienced and skilled teachers. They may even adopt some forms of student
behaviour. This approach to teacher-student relationships does not work. It is
counterproductive and usually leads to poor classroom management and control, low student
attainment levels, and eventual disrespect from the same students. Teachers and students
must respect the boundaries that separate them. These boundaries serve a very important
purpose.The second type of negative and inappropriate teacher-student relationship I
highlight may be physically non-sexual, but is improper, nevertheless. It occurs when
teachers, including experienced teachers, fail to maintain a professional distance between
their students and themselves.

They get too close to, and too personal with students. Anytime the teacher-student
relationship is not operating in the best interests of the student, something is seriously
wrong. Teachers must always be good role models. In this second type of improper
relationship teachers may flirt with students and engage in dubious conversation with them,
in which too much information of a deeply personal or sexual nature is shared unnecessarily.
This type of negative and inappropriate teacher-student relationship is often facilitated by
computers, mobile devices and the social media, which are all very prevalent today. Many
emails, text messages and instant messages go back and forth among students and teachers
every day. The vast majority of these communications are appropriate and curriculum
based. Teachers and students post homework, assignments and projects online and contact
each other frequently. However, this same communications technology is known to have
been misused by a minority of teachers to send improper messages to a few students, because
it is not supervised.
 CHAPTER III

Setting for the Study

The research setting for this case study is a public Science High School in Camp –
Samal Arcon Tumauini, Isabela with approximately 813 students and 35 teachers. The
classroom population is composed of different ethnicity and economic background of
students from the different municipalities of Isabela.

My purposeful sampling of this classroom generated with rich data for interpretation and
analysis.

Sampling Design

In this qualitative study, we used purposive sampling with an illuminative case,

interviewing, and observing this school learning with the relationship of students and teacher
in terms of the effect in student learning. In this school, some teachers are regular education
classroom . Teachers who have been specially trained in teaching strategies. These teachers
have spent years producing quality education and students who are achievers. Often,
researchers want to understand how a phenomenon is seen and understood among different
people, in different settings and at different times. When using a maximum variation
sampling method the researcher selects a small number of units or cases that maximize the
diversity relevant to the research question. In prior to this study, these teachers are also
continuously observe, whereby their teaching techniques are observed and critiqued.

In the time of selections of respondents, we made up of extremes or is chosen to

ensure a wide variety of participants. We used this technique to understand how different
groups of people view a specific topic. Language teachers must ensure adequate teaching and
learning as necessary to meet the changing needs of the industry and the values of society.

General Characteristics of the Participant

The teacher in this study is a junior high school (major in mathematics) teacher and
also a classroom adviser. This distinction allows the students and teachers to recognize his
own potential in the district he teaches in, as an innovative and teacher one. Teachers with
this kind of distinction have been specially trained with their own content area in order to
open their classrooms for other teachers and students.
 We the researchers worked with this teacher in our previous Pre-Calculus and
Statistics as a substitute teacher and he have been first-hand in teaching practices. Although
he h is not now our subject teacher, this participant exemplifies teaching practices worthy of
study. Our selection to this participant is based on his characteristics and personality that fits
the criteria of our case study, and he has the capacity to generate accurate information.

The teacher/participant in this study remain engaged in their learning and appear
remarkably unaffected by the people around him. Because participant is accustomed to block
outside interference, this setting will enhance our ability to obtain reliable data for us to
analyze. As a participant to this study to our case study, we interviewed the teacher and the
students in this study to make our findings and observations reliable

Data Collection

Sources

This case study was created and includes sources for us to give such ideas prior for
the basis for this study. This include the following sources: "The Effects Of The Teacher–
Student Relationship and Academic Press on Student Engagement and Academic
Performance" by Jung-Sook Lee, "The Relationships Between Student Engagement And
Their Academic Achievement" by Prof. Dr. Selim Gacum and sites that are related to
student- teacher relationship . As a researcher, we viewed the most significant and easy way
to guide ourselves to reviewed these sites and studies to have our basis in doing this case
study. The given protocol such as the Marzano Observational Protocol became our basis or
source in interviewing the participant. The goal of having our interview is to have a deep
solid understanding of our study. We made sure that every question asked was not in an
unbiased manner.

Procedure

The following formal case study protocol was developed to enhance the reliability of
this study research. The participant completed a semi – interview in form af audio – taped
interview, and then a follow – up interview right after we conduct for clarification process.
The interviews were semi – structured following the Marzano’s Protocol to clarify and to
probe question interpersed by the interviewer.
 All the necessary questions about this case study were asked in an objectively well
compact analysis. We, the researchers made a letter to be signed by the participant to show
that he/she agreed. After signing the form, we had the interview performed in his vacant time.
We interviewed the participant with the use of recording, follow- up questions were asked for
clarifications. The questions from the interview guide were arranged to be purposeful for it to
answer all the needed data in this case study. Our interview with the participant lasted for
almost 15 minutes. The questions were designed to be open- ended for the participant to have
the opportunity to justify and give some explanations for their response.

Resources Required

(1) Notebook and pen for note taking (2) Recording interview sessions. (3) A private
space to conduct the interview. (3) Computer software to assist with the data management
and the analysis put by the researchers. (4) Copies of Marzano’s Protocol and copies of letters
necessary for the participants of the study. (5) Interview and Questionnaire protocol sheets.
(6) Access to student records and progress monitoring systems. (7) Approval by the Subject
teacher of this research study. (8) Time table in which reference for the list you’ve done per
day.

The primary purpose of this study was to investigate if there was a statistically
significant relationship between teacher-student interactions and student motivation. Students
must feel confident that under the tutelage of their teachers they will be prepared for and
experience success. This current study however, has uncovered the presence of underlying
yet powerful forces that may overwhelm the presence of the teacher in the classroom.

Because of the limited population sample, the data collected in this research is
specifically valid to these high schools; however, the results provide limited validity to other
high schools with similar demographics and variables. By studying these schools and
matching them up with other similar schools, the results could possibly be used to design
workshops to identify these forces. It can also be used to help educators to create strategies to
nurture expectancy and valence that should in turn positively influence the force and
magnitude of their students’ motivational direction and attitude. Therefore we conclude that
student-teacher relationship has a very positive effect on the performance of students.
 CHAPTER IV

Findings

In this chapter, we analyze the interview results and statements using the Marzano
Observational Protocol Form. The form states the questions needed to be addressed for our
case study.

Hence, the statements of the participant were observed, sorted, and reviewed for
relevance. The informations gathered in the interview were reviewed for the generalization
and more understandable data.

Interview and Observation

We interviewed the participant based on the Marzano Observational Protocol. forty

questions were asked including its follow- ups. The participant answered all the questions
through justifying and expanding their answers.

There were three concepts of the interview:

The initial interview was pertaining on classroom involvement. How do they How
teachers maintain classroom rules and procedures. Aspects of teacher professionalism: how
teachers respond to recommendations that they should change their practice. The essence of
the teacher as professional problem-solver is to recognise issues and problems in their own
teaching, and to find solutions which solve those problems and improve teaching and
learning. Basing on the question, "What specific components to teacher and student
interactions are essential to a learning environment? " the participant has this to say, "In a
prior, students must feel that every lesson is a big surprise tht awaits them."

. We, as students also would enjoy learning if there'll be a communicative teaching and
a considerate teacher that will consider the sake of the students first.
 CHAPTER V

Conclusion

As we gather the data, we came up to the conclusion of statistically significant

relationship between teacher-student interactions and student motivation. The conclusions
came up to when teachers can create a warm and open classroom environment that supports
the emotions of students, students feel more connected, behave better and are more apt to
succeed in school and into successful one. The focus of training and teaching techniques for
teachers as well as academic interventions should shift to include the social and emotional
aspects of learning.

Understanding factors associated with student conduct is important, not only for
enhancing classroom management and student productivity within the classroom, but also for
individual students outcomes over time. This case study have use a limited population sample
the data collected in this research is specifically valid to these high schools; however, the
results provide limited validity to other high schools with similar demographics and
variables. By studying these schools and matching them up with other similar schools, the
results could possibly be used to design workshops to identify these forces. It can also be
used to help educators to create strategies to nurture expectancy and valence that should in
turn positively influence the force and magnitude of their students’ motivational direction and
attitude. Therefore we conclude that student-teacher relationship has a very positive effect on
the performance of students.

Summary of the Study

In this case study it will provide a review of literature on the topic of building strong
interpersonal relationships with students and the effect on students learning. Therefore,
improving relationships in schools between teachers and students will have positive
implications for all involved. Research suggests that there is a credible evidence that the
nature and quality of teachers’ interactions with children has a significant effect on their
learning because the most important source of enjoyment and motivation for teachers is
guiding them to their journey of molding into a better learners. When teachers are motivated
and sincerely care for their students, they are more likely to think about their practice and
employ strategies that create a welcoming and enjoyable learning environment. The research
also suggests that the students were likely to trust their more constructive guidance and praise
rather than criticm from their teachers. Therefore, teachers have a responsibility to foster a
welcoming and motivating learning environment for their students. The best way to
accomplish this is by having constructive interactions with students and building and
maintaining relationships. Positive relationships result in better experiences for the child, a
more productive learning environment, and higher academic achievement

Interpretation and Implication of the Study

Through this case study, we have learned that good relationship with teachers and
students leave a mark of good basis. We, as students, also believe that having good
relationship with teachers have something to do with our life - learning, ensure the quality
and wider interpretation of the way on how teachers have different techniques in terms of
teaching. Let’s say having a teacher that teach without any affiliated concerns and do not
address the needs of the students, a teacher who doesn’t value the essence of good teacher-
student relationship can brought into many negative response and outcomes. It won't be a
surprise if there will be low quality learnings, self- steem, and energy to study a day of the
students, not to mention that teachers stand as the second parent of students. The first
implication when having a good teacher- student relationship is having a teacher who
understands the lessons than the students. It should be the way that the teacher knows what to
teach, earning and he or she knows the value of empathy for being a student.

Implications for the Field of Education

This study implies a data collected from the study, presented information that
suggests future and beyond the workshops for educators and administrators, that may have a
positive effect on the proven significance of the teacher-student relationship problem. Several
issues should be addressed due to the vision and engaging of relationships in the classroom to
promote educational purposes.

Teachers should be provided with the appropriate resources and assistance to meet
the needs of their students beyond academic instruction. Second, students and teachers need
to be provided with measurable and attainable goals to create experiences with and exposure
to success. Accountability is crucial for both staff and students. Instructional and remediation
strategies need to be implemented to prevent students from falling through the cracks. The
development of effective professional learning communities would help teachers plan
strategies to differentiate instruction and provide resources to create gender and culturally
relevant lessons.

Third, there is a need for immediate action, highlighted by the slightly negative
relationship between motivation and achievement. Research states that positive relationships
positively influence motivation; the issu e at hand is how to capitalize on these relationships
and the student’s motivation, to act as catalysts for achievement. If the students in School
Two are working to avoid failure, what strategies could be implemented to redirect them to
work to achieve success? Educators need to assist and challenge students to define their
personal success, which can influence their performance.

Fourth, there is a tendency for schools to focus on the lowest 25% of the student
population. The need to meet state and national progress standards may be resulting in some
schools focusing so intently on the lowest performing students that their high performing
students could begin to decline. High performance students could be experiencing lack of
academic challenges and/or lack of recognition, as teachers are taking the time to build
relationships with the lowest performing students.

There needs to be a balance where all students are challenged and where the students
who need additional assistance are provided with the appropriate scaffolds. Lastly, the results
of this study indicate there is indeed a statistically significant relationship between teacher-
student interactions and motivation. This supports the need for more research to bridge the
gap between motivating students and identifying the influential variables that influence their
achievement.

The results may not generalize to every student however; it should be able to provide
the basis for further research and further understanding of student motivation. Second, only
high school students, grades nine through twelve, and teachers were interviewed. Third, the
responses were qualitative, as well as subjective, based on the respondents’ current situation,
and as such can only provide a guide for application or direction in student motivation.

Limitations of the Study

The literature suggests that teachers who create a healthy realtionship are more likely
to foster students’ feelings of connectedness or positive student – teacher relationships.
Perhaps the most apparent limitation was the proposed research site. In prior to this case
studies provide rich descriptions, employing multi method assessments to reduce common –
method variance among the predictor ,this single site limited the study to a unique
community with a fixed set of criteria. This limitations ensure to addressed by accessing
appropriate related literature, commonly unbias studies and establishing and following a rigid
data collection protocol to make. Another potential limitation was my personal involvement
in the setting.

However, we consciously considered the possibility that the responses and behaviors
in the interview as we carefully ask, observe, and participant journals may be influenced by
the teachers’ relationships with us in a deliberate or unintentional way due to the questions
formed. This limitation was addressed through multiple data sources and through the
literature review to lessen the potential for bias. Many factors affect a child’s levels of
academic and behavioral success in the classroom. This study only investigated the factors
that the teacher can influence. Factors— such as the adopted curriculum, the design of the
instructional day, class size, home life, extracurricular peer involvement, socioeconomic
status, race, culture, gender, and health— were considered beyond the grasp of the teacher’s
influence.

Expanding of the results may not generalize to every student however; it should be
able to provide the basis for further research and further understanding of student motivation.
Only high school students, grades nine through twelve, and a teacher were interviewed. The
responses were qualitative, as well as subjective, based on the respondents’ current situation,
and as such can only provide a guide for application or direction in student motivation.

Suggestions for Future Research

For the future up holds, we the researchers suggest to supports the importance of
building positive relationships, environmental friendly during class hour, a lot of support
from teachers which should in turn influence student achievement. The results of this study
indicate that these relationships are being nurtured in these schools investigated; however, a
critical gap still exists. This dilemma has led to the following recommendations for future
research: Utilize students’ grade in a specific class as the achievement variable, to determine
the relationship between motivation and achievement with a specific classroom teacher.
APPENDICES
 APPENDIX A: PERMISSION REQUEST FOR THE PARTICIPANT

Republic of the Philippines

Department of Education
Schools Division of Isabela
REGIONAL SCIENCE HIGH SCHOOL for REGION 02
Camp Samal, Arcon, Tumauini Isabela

JUNIOR HIGH SCHOOL DEPARTMENT

March 7, 2018

JULIUS Z. PANAGA

TEACHER I

REGIONAL SCIENCE HIGH SCHOOL FOR REGION 02

Sir:

Greetings in the name of the Lord!

In compliance with our case study in Araling Panlipunan subject entitled “Student and
Teacher Relationship and its Effect on Student Learning”, may we have your approval to be a
participant in the said case study.

We, the researchers will be using semi-structured interview questions in an emergent design
format developed to gain information from the interviewee. This allows us to ask additional
questions to explore the particular themes, concepts and ideas introduced in the initial
interview. Lastly, the goal of this study is to know the effect of Student-teacher relationship on
student learning.

We are very much honoured for your participation.

Sincerely yours,

The Researcher
 APPENDIX B: QUESTIONNAIRE FOR THE PARTICIPANT

I: Why do you provide learning goals and scales to measure those goals?

R: Learning goals are set with the use of curriculum guides. This is the basis of the teacher in
planning a lesson and its learning goals/ objectives. Learning goals are measured depending
on its natures if it is a process-oriented or product-oriented. But teachers use of e-class
record.

CODE: () (Section I, #1 of Marzano Protocol)

I: How do you track student progress?

R: Teachers give updates on progress of students from time to time (most often quarterly)
through their cards and PTA assemblies.

CODE: () (Section I, #2 of Marzano Protocol)

I: What is your way of helping students ackowledge and celebrate current status on a
learning goals as well as knwledge gain?

R: Most often, students are given good remarks as sign of innovation in keeping the good
job. Thus, negative attributes should always be accompanied with good one for better
acknowledgement of current status.

CODE: () (Section I, #3 of Marzano Protocol)

I: How do you often establish classroom routines?

R: Rules should be agreed by the students from the very start. It is recommended that they
should be the one to create the rules so that they will always be in mind.

CODE: () (Section I, #4 of Marzano Protocol)

I: What do you do to organize materials and displays to enhance laerning?

R: Learning materials are usually stored for the next use or displayed safely so that students
will have a chance to revisit/ reuse the learning material.

CODE: () (Section I, #5 of Marzano Protocol)

I: What do the teacher provides as cues to which information is important?

R: The teacher gives emphasis to the word/ phrases as a sign of importance.

CODE: () (Section II, #6 of Marzano Protocol)

I: How do you organize your students to interact with new knowledge?

R: Students should be asked set of questions leading to the new knowledge. Questions
should not directly answer the new knowledge but should make students create
generalization/ insights with the questions.

CODE: () (Section II, #7 of Marzano Protocol)

I: How do the teacher uses strategies such as K-W-L, advance organizers, preview
questions?

R: These strategies must be used appropriately. And ofcourse with the appropriate learning
objectives.

CODE: () (Section II, #8 of Marzano Protocol)

I: How do you presents content in small portions that are tailored to students’ level of
understanding?

R: One of the good example of this, is concept mapping. Through which students will create
connections out of small portion of data and create conclusions.

CODE: () (Section II, #9 of Marzano Protocol)

I: After each chunk of information, the teacher ask students to summarize and clarify what
they have experience?

R: This usually happen when the teachers ask what are the practical applications of the
lesson of their own lives.

CODE: () (Section II, #10 of Marzano Protocol)

I: How you ask questions that require students to make and defend inferences?

R: Students are given ample time to think and speak about their perceptions and
evaluations and given proper acknowledgement.

CODE: () (Section II, #11 of Marzano Protocol)

I: How do you ask your students to summarize, take notes, or use non- linguistic
representations?

R: Skimming and scanning are good ways then reading the whole articles/ pages. Context
clues is also advice specifically in understanding a certain sentence. Taking notes of
important word/ phrases are also advising.

CODE: () (Section II, #12 of Marzano Protocol)

I: How do you ask your students to reflect on what they understand or what they are still
confuse about?
R: By asking if there were more clarification, suggestions, or opinions with regard to the
content of the lesson.

CODE: () (Section II, #13 of Marzano Protocol)

I: How do you brief your students with reviews related content addressed previously?

R: Reviews may be subjected and drills- As basis for the learning of the previews lesson.

CODE: () (Section II, #14 of Marzano Protocol)

I: What do you do to practice and deepen the knowledge of your student?

R: Enrichment activities are given to students and further apply the goals and practice the
learned knowledge.

CODE: () (Section II, #15 of Marzano Protocol)

I: Does homework proves independent practice or to elaborate on information?

R: Yes, because the teacher shall embed the learners in their ideas

CODE: () (Section II, #16 of Marzano Protocol)

I: How do you examine similarities and differences?

R: Venn Diagrams are usually used for similarities and differences.

CODE: () (Section II, #17 of Marzano Protocol)

I: How do you examine errors in reasoning?

R: Abrupt/on-point correction must be taken so that the students are aware of the mistake
but it should be done in a nice/ proper way. Acknowledgement of the reasoning must be
appreciated.

CODE: () (Section II, #18 of Marzano Protocol)

I: : How do you present the content in small that are tailored to students level of
understanding?

R: Yes. Group Activities are often used in days and displays the practice in activity.

CODE: () (Section II, #19 of Marzano Protocol)

I: Do you use massed and distributed practice?

R: Yes.

CODE: () (Section II, #20 of Marzano Protocol)

I: Do you ask your students to revise entries in notebooks to clarify and add to previous
information?

R: Complex Activities are advice to be done in groups. The more the better

CODE: () (Section II, #21 of Marzano Protocol)

I: How do the teacher engage the students in decision making task?

R: Leaders are assigned to each group and members are given their own responsibility to
the activity.

CODE: () (Section II, #22 of Marzano Protocol)

I: What does the teaches makes to avail resources that are specific to cognitively complex
tasks?

R: Maximizing the used of the learning resources is the best way. And of course, with
appropriate leaving goals.

CODE: () (Section II, #23 of Marzano Protocol)

I: How do the teacher scans the classroom to monitor students level of engagement?

R: Roaming around, surprising/ facilitating each group in the activity.

CODE: () (Section III, #24 of Marzano Protocol)

I: When students are not engaged the teacher uses adaptations of popular games to
reengage them and focus their attention on academic contet?

R: Yes. Games or more fun if you use it in academia. Enthusiasm and interest are boosted.

CODE: () (Section III, #25 of Marzano Protocol)

I: What are your strategies to ensure your learners to responds in your questions?

R: Different strategies may apply because students have different learning styles.

CODE: () (Section III, #26 of Marzano Protocol)

I: What were you doing to require your learners to be interested to your lessons?

R: Sometimes, crack some jokes and also student to share some to make it lively.

CODE: () (Section III, #27 of Marzano Protocol)

I: How you teach your learners?

R: Students must feel that every lesson is a big surprise that awaits them.
CODE: () (Section III, #28 of Marzano Protocol)

I: Do you use verbal or non – verbal in teaching your learners? Why?

R: Apply different strategies techniques that may fit the learning styles of the students.

CODE: () (Section III, #29 of Marzano Protocol)

I: How do you treat your low – expectancy students?

R: I treat them in a right thing to do as a teacher because students have different learning
styles.

CODE: () (Section III, # 30 of Marzano Protocol)

I: Do you allow students to relate content to their personal lives and interests?

R: Yes

CODE: () (Section III, # 31 of Marzano Protocol)

I: Do you provides or encourage the identification of intriguing information about the

content?

R: Yes. It is a must important of teacher establishes credibility

CODE: () (Section III, #32 of Marzano Protocol)

I: Why do the teacher needs to be aware of variations in student behavior?

R: It must be same with those high and average ones.

CODE: () (Section III, # 33 of Marzano Protocol)

I: Does a teacher need to be appreciable?

R: Yes. A Teacher must be appreciable.

CODE: () (Section III, #34 of Marzano Protocol)

I: How do the teacher applies consequences to lack of adherence?

R: Constant communication without overlapping the teacher-student relationship is a good

way in tracking lives.

CODE: () (Section III, #35 of Marzano Protocol)

I: How do you make your students interests and backgrounds engage in informal?

R: Giving them positive comments and motivation.

CODE: () (Section III, #36 of Marzano Protocol)

I: As a teacher, how you indicate your affection for students?

R: Proper classroom management. As a teacher, you must be a good manager.

CODE: () (Section III, #37 of Marzano Protocol)

I: How do yo display objectivity and control?

R: Rule are agreed by the students together with its consequences because they must be be
the ones to create the rules.

CODE: () (Section III, #38 of Marzano Protocol)

I: How do you give demonstrating values and respects for low – expectancy?

R: Giving of reports for each offense.

CODE: () (Section III, #39 of Marzano Protocol)

I: How you seeks out knowledge about students? Do you use friendly discussion or in a
formal way?

R: By asking questions in very friendly atmosphere or intonation of voice, Yes.

CODE: () (Section III, #40 of Marzano Protocol)

I: How do you behave and control your temper during class?

R: As a teacher, you need extra patients that remember that patience is a virtue that
personal lives/ problems must be set aside during classroom discussions unless it is related
with the classroom discussing setting as one example.

CODE: () (Section III, #41 of Marzano Protocol)