Improving Student-Teacher Relationships

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� Several researchers have teased out the primary ingredients and characteristics of healthy teacher-student relationships. In general, positive relationships are characterized by different degrees of caring, connection, and conflict between students and teachers. The importance of these ingredients is magnified for students at risk for academic failure, socialbehavioral problems, and dropout (Baker, 1999; Hughes, Cavell, & Jackson, 1999; Lan & Lanthier, 2003).
� <strong>Student</strong>s who experience positive TSR’s: ◦ Get better grades and show higher levels of classroom motivation and participation (Crosnoe et al., 2004; Hamre & Pianta, 2005; Lan & Lanthier, 2003) ◦ Demonstrate higher levels of social competence and appropriate behavior in the classroom (Hughes & Kwok, 2006; Pianta, LaParo, Payne, Cox, & Bradley, 2002) ◦ Display higher levels of participation, comfort, enjoyment, and acceptance by their peers (Hughes & Kwok, 2006) ◦ Exhibit more appropriate behaviors (Murray & Greenberg, 2001; Murray & Murray, 2004; Peisner-Feinberg et al., 2001) ◦ Exhibit fewer inappropriate classroom behaviors (Crosnoe et al., 2004; Hamre & Pianta 2001; Ladd, Burch, & Buhs, 1999; Lan & Lanthier, 2003)
Page 1 and 2: James Hopper, M.S. John Murphy, Ph.
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Page 10 and 11: Hope 15% Model/ Technique 15% Relat
Page 12 and 13: ◦ Tailor the interventions to the
Page 14 and 15: � Tailor it to the teacher and wh
Page 16 and 17: � Work with “problem children
Page 18 and 19: � Baker, J. A. (1999). Teacher-st

Improving Student-Teacher Relationships

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