Some teachers assume that they must develop a good relationship with their students before they can teach, but that approach ignores
how classroom relationships and learning mutually interact.
Established trusting relationships with students and implemented classroom management strategies to foster motivation for success in the classroom
Blogger Larry Ferlazzo and fellow teacher Katie Hull Sypnieski, in another excerpt from their book «The ESL / ELL Teacher's Survival Guide,» share six fun ways to help students develop positive, trusting and
enriching classroom relationships.
I asked her, how could she afford to start the year at such a slow pace, focusing so much attention
on classroom relationships while making so little headway on the academic curriculum?
In a similar vein, Chang and Davis (2009) assert that teachers hold implicit theories about the nature
of classroom relationships.
• Developed and managed syllabus materials • Coordinated coursework and curriculum with academic objectives • Facilitated class instruction and evaluated student performance • Managed grade determination served on faculty panel in an administrative role • Designed assignments and tests • Established
positive classroom relationships and incorporated higher level learning
These potential benefits led GCC science teachers to conduct school - based action research on the question: How successful is a peer mentoring program at supporting learning,
classroom relationships and future study in STEM fields?
Plus, I think teachers really must prioritise creating space for reflection on their own practice and maybe it would be good that teachers could actually observe each other in the class to try and help themselves before
the classroom relationships actually deteriorate.
The author gives practical tips and raises important issues on how to encourage
the classroom relationships that are the basis for successful democratic classrooms.
Want to learn something new about student and teacher behavior as it relates to
classroom relationships and student success?
This premise was examined by investigating the stability of children's
classroom relationships, as well as concurrent and longitudinal links with psychological and school adjustment, and the extent to which different relationships were distinctly versus contingently predictive of specific forms of adjustment.