Building positive student-teacher relationships: a foundational element for successful classroom management

Abstract

The problem of practice under review was that novice teachers struggle with classroom management because they do not have the skills to intentionally build positive relationships with students; and therefore, a significant need for professional development exists. The purpose of this action research study was two-fold. Firstly, this study aimed to investigate the current reality of how novice teachersthose within their first five years of teaching-learn and implement classroom management skills.Further, this study attempted to determine effective professional development methods for aspiring and novice teachers to improve their professional practice, specifically in classroom management in a rural school district in northern New England. Participants in Cycle 1 were novice and pre-service teachers with further input from experts in professional development. Data collected during Cycle 1 consisted of semi-structured interviews to investigate the current reality of how novice teachers learn and implement classroom management skills. These interviews identified reasons why novice teachers are deficient in classroom management, but also clarified preferred methods of professional development to improve these skills. Action steps, including a series of professional development sessions, were designed, implemented, and evaluated in Cycle 2, and this aimed at improving an educator's capacity to build relationships with students as a tool to improve classroom management.Findings indicate that building positive relationships with students is a fundamental element of effective classroom management, and targeted professional development in this area can be an effective method of improving educators' capacity to do so. There are barriers to building these relationships and providing effective development, which must be considered and mitigated. Implications for the organization include recommendations on how to incorporate these findings into professional development opportunities for educators in the district.