Positive teacher–student relationships go beyond the classroom, problematic ones stay inside

Abstract

The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.

The Segregation of Foreigners in U.S. Mainstream Classrooms

“…The overall findings of the study show that understanding the dynamics that inform JIS participation in classroom conversations requires the interrogation of micro-level influences in classroom interaction. Clearly, the need for supportive and caring interactional dynamics to effect a positive classroom atmosphere that is encouraging of student participation is evidenced in this study as consistent with previous studies in instructional communication [24][25][26]. Furthermore, this study emphasizes respect in classroom interaction that involves communication along the color line-a topic that has not been explored in depth in past mainstream studies examining non-White NNEL in predominantly White classrooms [56].…”

“…Research studies in various disciplines document that students' classroom participation is informed by classroom climate-that is, the physical, social, and emotional aspects of the classroom environment [24]. A positive classroom climate that is supportive of and conducive to student learning, is associated with higher level of student participation [25,26]. Conversely, a chilly climate is associated with low student participation and is thought to adversely affect student learning [27,28].…”

Teachers’ patterns of management of conflicts with students: A study in five European countries

“…Indeed, teachers are constantly involved into negotiation processes, and their responses to potential conflicts with students are constantly influenced by the specific feature of teachers' role as accountable for classroom management and by the different declinations of the dimensions of concern for self and concern for others within teacher-student interactions (i.e., Superior-Subordinates relationships). From this perspective, research highlighted that teachers may use different strategies to efficiently handle conflicts with students (Claessens et al, 2017;Doğan, 2016;Morris-Rothschild & Brassard, 2006), and they can recur to: Integrating strategies (e.g., reasoning with the student inside or outside the classroom setting; involving the student in individual and group settings to discuss the student's behaviour); Compromising strategies (e.g., reasoning and discussing issues and problems with the student and/or with the whole class to explore new possible solutions and ways to deal with the individual and relational difficulties emerged); Obliging strategies (e.g., accommodating and/or deliberately ignoring Teachers' Patterns of Conflict Management 114 minor disruptions or infringements); Avoiding strategies (e.g., delaying discussion and confrontation concerning individual and relational difficulties emerged; sending the student to the deputy principal); and, finally, Dominating strategies (e.g., issuing a verbal reprimand; asking student to withdraw from the class; requesting periods of school suspension).…”

Teacher Pedagogic Communication for Effective Learning

“…A close relationship between teachers and students makes students feel no threat which then will impact on the students' academic achievement and success [30]. To build closeness between teachers and students, teachers need to take advantage of the interactions that take place outside of the classroom because informal interactions are more powerful in shaping the proximity [31], [32] Inspecting the first ability of learners at the beginning of learning is a critical indicator of creating a meaningful learning. Meaningful learning in North Maluku High Schools is not only done by examining the students' initial ability, but also through; linking learning with the students' understanding of the previous learning outcomes, linking learning to real-world contexts, and performing authentic assessments.…”