Skip to main content

Relationships - How do we manage relationships with and amongst students and other staff members?

Professional interactions with colleagues, parents/caregivers and the wider community are vital means of communication that enhances students’ learning, gives insight of particular needs and requirements of students. To create rich, nurturing educational environments in the classroom, schools need to maximize the use of resources available in their communities. Professional interactions with other staff offer the opportunity for teachers to work with colleagues to strengthen their professional practice and deepen their understanding of teaching; through a cycle of planning, teaching, and feedback. The desired outcome of these interactions between teachers is foster the concept of the teacher as reflective and collaborative practitioner.

The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom. Research indicates that “academic achievement and student behaviour are influenced by the quality of the teacher and student relationship” (Jones et al., 1981:95). I noticed the more that I intentionally connected and communicated with my students; the more likely I was able to help them learn at a high level and accomplish goals quickly. 

Interaction between the student and teacher becomes extremely important for a successful relationship through the entire time of a school year. On professional experience I found that intentionally getting to know my students and generating good rapport was helpful especially for those students who were shy and find speaking in front of the classroom difficult. This gave them the opportunity to feel heard and that their opinion was respected.

Teachers can establish a positive relationship with their students by communicating with them and properly providing feedback to them. Respect between teacher and student with both feeling enthusiastic when learning and teaching. Having established a positive relationship with students will encourage students to seek education and be enthusiastic and to be in school.

Jones, V. F., and Jones, L. (1981) Responsible Classroom Discipline. Boston: Allyn and Bacon, Inc, 95-215.

Popular posts from this blog

What does a post-industrial class look like? Part 2

This post is the second part of a series that I have been working on to identify what does a post-industrial class look like? In my previous post, I looked at using video, collaborative discussion, grouping and student-centred learning.

Why a large display and one to one? The large electronic display is used as it offers many benefits to a given lesson; these include demonstration and modelling as the teacher could showcase the application or video from the board (Moss, et al, 2007). It is easy to show the important features of particular web-based activities and have students interact with the material on their own devices. The board can accommodate different learning styles (Herrington & Harrington, 2006). Interactive boards can help tactile learners by touching and marking the board. Audio learners can have the class discussion and auditory multimedia, visual learners can see what is taking place as it develops at the board and it offers multimodal learning which can be tailored …

What is instructional leadership and why is it important for educational leaders?

School leaders matter for schools success (Hattie, 2012). It is universally acknowledged that effective leadership is an essential element in achieving school improvement (Leithwood & Jantzi, 1998; Hopkins, 2001). “At the heart of school capacity are principals focused on the development of teachers' knowledge and skills, professional community, program coherence, and technical resources” (Fullan, 2002, p16).

“The old model of formal, one-person leadership leaves the substantial talents of teachers largely untapped” (Lambert, 2002, p.37). This one-person theory of instructional leadership that was promerate in the years previous to 2000 (Hallinger & Heck, 1998). It was an archetype where the principal would lead from the front being across all levels of leadership (Spillane, Halverson & Diamond, 2001). However, with the increasing complexities of schools, the development of other philosophies of instructional leadership, which can be defined as the guidance or managemen…

How can Change Management be Enhanced by Reflective Practices?