Forming and Sustaining High-Quality Student–Teacher Relationships to Reduce Minor Behavioral Incidents

Kennedy, Alana M.; Haydon, Todd

doi:10.1177/1053451220942197

Cited by 7 publications

(7 citation statements)

References 28 publications

(55 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other researchers (e.g., Gable et al, 2009) have recommended that corrective feedback should be used less often than praise because teachers who use reprimands or commands more frequently may unintentionally pay greater attention to children's negative behaviors than their positive behaviors. The frequent use of corrective feedback may also minimize students' number of positive experiences (Jenson et al, 2004) and negatively influence students' relationships with the teacher and their peers (Kennedy & Haydon, 2021). Some evidence even suggests kindergarteners' academic gains are related to the ratio of praise to corrective feedback they experience (Christopher & Farran, 2020).…”

Section: Discussionmentioning

confidence: 99%

Paraprofessionals' use of classroom management in a small‐group intervention

Mesa

Phillips

Lonigan

2023

Psychology in the Schools

View full text Add to dashboard Cite

Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small‐group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94) classroom management strategies within the context of a small‐group intervention for kindergarteners at‐risk of reading difficulties. This study contributes to the field by finding that trends described in previous studies continue to be demonstrated in this targeted instructional setting, in particular, regarding the infrequent use of praise with students at‐risk of academic failure. The results of paired‐sample sign tests suggest that when providing corrective feedback, paraprofessionals were more likely to specifically label the behavior being reprimanded. However, paraprofessionals infrequently labeled the specific behavior being reinforced when praising students.

show abstract

Section: Discussionmentioning

confidence: 99%

Paraprofessionals' use of classroom management in a small‐group intervention

Mesa

Phillips

Lonigan

2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…To deal with stressors within the classroom, one example are training programs, which strengthen personal abilities in classroom management in order to improve students’ academic and social–emotional learning [ 49 ] p4. Dicke et al [ 50 ], for instance, implemented a classroom management program for student teachers and showed that it reduced their emotional exhaustion and increased their job satisfaction [ 51 ]. It might be promising to investigate further if classroom management interventions do also improve teachers’ psychological detachment.…”

Section: Discussionmentioning

confidence: 99%

Difficulties detaching psychologically from work among German teachers: prevalence, risk factors and health outcomes within a cross-sectional and national representative employee survey

et al. 2021

View full text Add to dashboard Cite

Background Teachers often face high job demands that might elicit strong stress responses. This can increase risks of adverse strain outcomes such as mental and physical health impairment. Psychological detachment has been suggested as a recovery experience that counteracts the stressor-strain relationship. However, psychological detachment is often difficult when job demands are high. The aims of this study were, first, to gain information on the prevalence of difficulties detaching from work among German teachers, second, to identify potential person-related/individual (i.e., age, sex), occupational (e.g., tenure, leadership position), and work-related (e.g., overload, cognitive, emotional, and physical demands) risk factors and, third, to examine relationships with mental and physical health impairment and sickness absence. Methods A secondary analysis of cross-sectional data from a national and representative survey of German employees was conducted (BIBB/BAuA Employment Survey 2018). For the analyses data from two groups of teachers (primary/secondary school teachers: n = 901, other teachers: n = 641) were used and compared with prevalence estimates of employees from other occupations (n = 16,266). Results Primary/secondary school teachers (41.5%) and other teachers (30.3%) reported more difficulties detaching from work than employees from other occupations (21.3%). Emotional demands and deadline/performance pressure were the most severe risk factors in both groups of teachers. In the group of primary/secondary school teachers multitasking demands were further risk factors for difficulties to detach from work whereas support from colleagues reduced risks. In both groups of teachers detachment difficulties can be linked to an increase in psychosomatic and musculoskeletal complaints and, additionally, to a higher risk of sickness absence among primary/secondary school teachers. Conclusions Difficulties detaching from work are highly prevalent among German teachers. In order to protect them from related risks of health impairment, interventions are needed which aim at optimizing job demands and contextual resources (i.e., work-directed approaches) or at improving coping strategies (i.e., person-directed approaches).

show abstract

“…Although it may seem behavioral interventions are inconsistent with interventions focused on forming meaningful and authentic relationships, there are in fact several strategies that can be effective in directly addressing challenging behavior while also laying the foundation for a positive and therapeutic student-teacher relationship (Kennedy & Haydon, 2021). Five specific interventions compatible with both improving student behavior and building positive student-teacher relationships (positive greetings at the door [PGD], behavioral momentum, increased opportunities to respond [OTR], instructional choice, and behavior-specific praise [BSP]) are described.…”

mentioning

confidence: 99%