ONLINE EXCLUSIVE: The Teacher-student Connection

FOCUS

ONLINE EXCLUSIVE: The teacher-student connection

By Emily Haas Brown

Categories: Learning communities, Research, School leadership, Social & emotional learning, Teacher leadership

Vol. 41, No. 5

“No significant learning occurs without a significant relationship,” said James P. Comer (Comer, 2001), renowned scholar, child psychiatrist, and designer of school programs. Indeed, a large body of research confirms what most educators know: Relationships are the foundation for learning and achievement in school (Anthony et al., 2012; Atkins et al., 2013; Bilica et al., 2014; Connell & Klem, 2004; Koomen, Oort, et al., 2011; McCroskey & Teven, 1996). Teacher-learner relationships affect student engagement, student motivation, student attendance, achievement, and test scores. They also affect teachers’ sense of well-being and job satisfaction. Teachers internalize their experiences with students, which in turn affect the teachers’ professional and personal self-esteem, either by creating meaning, purpose, enjoyment, and passion or by causing stress, doubt, and burnout (Koomen, Spilt,

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Sample from the Teacher Learner Relationship Survey

Please respond by circling the appropriate number.

To what degree does each statement describe the conditions of your classroom environment?

1=Never 2=Very rarely 3=Rarely 4=Occasionally 5=Very frequently 6=Always

1. How consistently do you include multicultural materials into your classroom?	1 2 3 4 5 6
2. How consistently do you find yourself being genuine with your students?	1 2 3 4 5 6
3. How often do you and the learners in your classroom trust each other?	1 2 3 4 5 6
4. How consistently would your students say that you are confident in their abilities?	1 2 3 4 5 6
5. How consistently do you demand your students’ best effort?	1 2 3 4 5 6
6. How consistently would students describe you as friendly in your classroom?	1 2 3 4 5 6
7. How often do you use the knowledge of your students’ learning styles in planning or instructing in your classroom?	1 2 3 4 5 6
8. How often do you explain something two or more times in your classroom?	1 2 3 4 5 6
9. How consistently would your students describe you as patient?	1 2 3 4 5 6
10. How consistently do students believe that you are vested in their success?	1 2 3 4 5 6

References

Anthony, E.R., Baker, A.M., Barile, J.P., Donohue, D.K., Henrich, C.C., & Weaver, S.R. (2012). Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-267.

Atkins, M., Bracket, M.A., Cappella, E., DeCoster, J., Downer, J. T., Hamagami, A., … Rivers, S.E. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. Elementary School Journal, 113(4), 461-487.

Babad, E. (1990). Measuring and changing teachers’ differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82(4), 683-690.

Baldwin, L.M., Genero, N.P., Miller, J.B., & Surrey, J. (1992). Measuring perceived mutuality in close relationships: Validation of the Mutual Psychological Development Questionnaire. Journal of Family Psychology, 6(1), 36-48.

Bilica, K., Gdovin, R., Moseley, C., & Wandless, A. (2014). Exploring the relationship between teaching efficacy and cultural efficacy of novice science teachers in high-needs schools. School Science and Mathematics, 114(7), 315-325.

Bondy, E. & Ross, D.D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54-58.

Comer, J. (2001). Schools that develop children. The American Prospect, 12(7), 33-35.

Connell, J.P. & Klem, A.M. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273.

Cowley, E.T., Hawk, K., Hill, J., & Sutherland. S. (2002). The importance of the teacher/student relationship for Maori and Pasifika students. Set: Research information for teachers, 3, 44-49.

Frenzel, A.C., Goetz, T., Ludtke, O., Pekrun, R., & Sutton, R.E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716.

Koomen, H.M., Oort, F J., Roorda, D.L., Spilt, J.L. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.

Koomen, H.M., Spilt, J.L., & Thijs, J.T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477.

La Paro, K.M., Pianta, R.C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. The Elementary School Journal, 104(5), 409-426.

McCroskey, J. & Teven, J. (1996). The relationship of perceived teacher caring with student learning and teacher evaluation. Paper presented at annual meeting of the Speech Communication Association, San Diego, CA. www.jamescmccroskey.com/publications/167.pdf

Rimm-Kaufman, S. & Sandilos, L. (2018). Improving students’ relationships with teachers to provide essential supports for learning. www.apa.org/education/k12/relationships.aspx?scrlybrkr=e297c978#