What is it?
Student-Teacher Relationship is in reference to the positive relationships teachers should be building with their students. When this relationship exists, students benefit because they feel safe in the classroom, will ask for help when they need it, and will work knowing that they have someone that cares for them. When a positive relationship is formed, research shows that students are more likely to stay in school, perform better on tasks, and be more independent with good social standing.
When to use it?
Teachers should be using this with all students all the time. This does require time and effort on the teacher's part, but this can be done while working with the students. When teachers create these positive relationships with students, there are many reasons that can help the student versus hindering the student in the classroom. It does require vigilance, however, as some relationships may cross certain boundaries that should not be crossed.
Who to use it with?
As said above, this should be used with all students. When the relationship is made, it needs to continue to be fostered in order to have a great working relationship.
How to Progress monitor?
This progress monitoring is less data driven, and more narrative driven as a student's relationship is not always categorized in numbers. That being said, a positive relationship can be reflected in how well a student is doing in their classes as well.
Implementation:
In order to implement this support, teachers must be willing to work beyond school work in order to create an actual relationship with their students. It is not something that is created immediately, and once it is established, it is always changing and being redefined. Some days are easier than others, but the important part is being consistent with students. Below, a teacher is working 1-on-1 with a student he has a good relationship with. When the student is not in his general education class, this teacher is able to help him with his work because the student knows him and is calmer in his presence, allowing him to produce better work than in the classroom.
Citations:
Gary L. Alderman, Susan K. Green, Social Powers and Effective Classroom Management: Enhancing Teacher–Student Relationships Intervention in School and Clinic September 2011 47: 39-44, first published on May 17, 2011 doi:10.1177/1053451211406543
Jeffrey Liew, Qi Chen, Jan N. Hughes, Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects, Early Childhood Research Quarterly, Volume 25, Issue 1, 1st Quarter 2010, Pages 51-64, ISSN 0885-2006, http://dx.doi.org/10.1016/j.ecresq.2009.07.005.
(http://www.sciencedirect.com/science/article/pii/S088520060900043X)
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J.. (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. Retrieved from http://www.jstor.org.www2.lib.ku.edu/stable/41408670
Jeffrey Liew, Qi Chen, Jan N. Hughes, Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects, Early Childhood Research Quarterly, Volume 25, Issue 1, 1st Quarter 2010, Pages 51-64, ISSN 0885-2006, http://dx.doi.org/10.1016/j.ecresq.2009.07.005.
(http://www.sciencedirect.com/science/article/pii/S088520060900043X)
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J.. (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. Retrieved from http://www.jstor.org.www2.lib.ku.edu/stable/41408670