The Research Files Episode Positive relationships and classroom behaviour - Teacher
Apply these 10 tips to learn how to build positive relationships with your boss, team engaging personalities – can improve their skills in this critical area. and behavioural skills that enable students to function successfully in their development of strong, positive interpersonal relationships between all. promoting positive relationships and behaviour as the foundation of our learning Teach children and young people the social skills needed to interact.
People will enjoy hearing that you have said supportive things about them and will know that you are on their side.
Supporting positive peer relationships | Inclusive Education
That will build trust. Having a team attitude gives you a big competitive advantage. Ask how you can get involved with others. This will form a closer connection because you are working directly with someone else to help them meet their goals. They will appreciate your support and get to know you better which is vital to creating a more connected working relationship.
Ask others to become involved in your projects or activities. The more they can participate in the activities you are working on, the better you get to know each other.
Write thank you notes. Write notes of appreciation to the people who are doing exemplary work, making positive contributions and going above the call of duty.
These notes can be hard-written, sent via email or done by voice mail. Send them to people above you, below you or at the peer level. Colleagues like to be appreciated and will feel closer to you by having been noticed and thanked for their contributions. Initiate conversations by asking questions. When we first meet someone it can be a bit intimating.
Asking questions is a great way for you to listen and let the other person share.How Teachers can build positive relationships with students
Then share something about yourself so the relationship becomes a two-way interaction that can help establish a bond. Initiate repeated interactions and communications.
An important part to building relationships is to continue interacting with the person you have gotten to know. As you get to know each other better, personally and professionally, you establish a closer connection that can greatly impact your satisfaction. As you get to know someone, you might find similar interests that may warrant an outside the work activity. This can greatly impact relationships because you are beginning the process toward friendship.
Go out to lunch together during the work day or do things in the evenings or weekends. If you are married, you can visit with other couples to establish more connection at work. The information you share can be directly related to their work or it can be about a subject you know they will enjoy reading. You are thinking of them and helping them with the right information or content.
Introduce yourself at social work events. We had around kids for whom we had information available on all the variables we were interested in in this specific study. What we did is we looked at reports of their quality of relationships with the teacher at aged around 10 years and then … we managed to find pairs of children who differed on their quality of relationship to the teacher. So, we had pairs of kids — one with a better and one with a worse relationship with the teacher — and we matched them on over characteristics, which we measured prior to the assessment of the teacher-student relationship to make sure that what we then find in relation to outcomes can be attributed to the change in the teacher-student relationship.
In this specific study the outcomes we looked at were prosocial behaviour, aggressive behaviour and oppositionally-defiant behaviour.
And, those characteristics, what kinds of things are we talking about? Things like aggressiveness, cooperation? So, what we looked at and what we matched the two kids on were things like previous aggressive behaviour, previous oppositional behaviour, different parenting styles, their level of pro-sociality, their exposure to bullying at school, their approach to the school, their motivation to learning and other variables.
And they were assessed from all three informants — from the child, the teacher reports and the parent reports. Importantly, we also matched them on their previous teacher-student relationship. So, in other words, we controlled for that to really only measure the difference between the teacher-student relationship at age 10 to So, onto the key findings then.
The key findings were that, as we predicted, the students with better relationships self-reported and teacher-reported versus those with worse relationships were more prosocial and they were also less aggressive and less oppositional, or showed less oppositional behaviour. Interestingly, with respect to aggression the effects lasted up to four years following the teacher relationship assessment — so this is a rather lasting effect.
Can you expand on that a little? The bullying programs that are reported about in other published work are reporting certain effect sizes. And, what we find in our study, based on the teacher-student relationship, the effects on the changes in behaviour — so, the difference in behaviour between those kids who have a better versus worse relationship — are comparable to those that they find in the studies where they look at bullying interventions.
So, quite big implications then — what are the implications of this research then. I think they are worthy of investment in supporting teachers in being able to do this.
Some of the things that one would want to focus on in terms of building positive relationships are some things that we find, for example, in attachment research which talks about parent-child relationships and how those change through development. For example, in adolescence, what you want to emphasise is that they are moving towards independence and thinking on their own and being able to make their own decisions, but also providing them that necessary support.
So, finding the balance of building that really supportive, but also encouraging of independence type of relationship.
Of course, what one would want to see is leadership which would support such relationships and also, beyond that, schools which would support those types of relationships and environments.
Supporting kids through positive relationships as opposed to punishing them. From exclusion, which is quite popular here still [in the UK], excluding kids from school when they misbehave, moving from exclusion to inclusion and thinking about how can we help these kids through building better environments and better relationships?
Finally then, what are the next steps for you in terms of research in this area, or indeed other academics looking at this issue?