Developing Relationships 

“Teachers who have high-quality relationships
 with their students have fewer discipline problems.”
(Marzano 2003). 

Developing positive student-teacher relationships is crucial to successful behaviour management.  Relationships can be developed through conversations where you discover things you have in common or share something about yourself as a person.  Roffey (2004) suggests finding opportunities to let [students] know what you like about them and give positive labels, such as "I need someone with a good memory to take a message for me – Sam, you could be trusted with that’.  Now you have a child who begins to think of himself as able and trustworthy rather than someone who can’t sit still for a second."  


                               "It is the quality of student-teacher relationships that is the keystone
                                              for all other aspects of classroom management". 
                                                                                             (Marzano 2003)


Krause et al (2010) states that students have very clear beliefs about the sort of relationships they want with their teachers.  In a study by Corbet and Wilson (2002), 400 students from low-income, inner-city high schools were asked ‘What do good teachers do?’  Their responses indicated that ‘good teachers’ are those who show the following skills and characteristics:

-          They push students to learn – do not accept excuses for missed or late work
-          They maintain an orderly and well run classroom – they don’t shout or yell
-          They are always available to provide help – in ‘whatever form the student needs it’
-          They strive to ensure that students understand the materials – take time to help in a step-by-step fashion – don’t rush
-          They use a variety of instructional techniques – group work, board work, worksheets and hands-on activities
-          They make an effort to understand student behaviours – make an effort to learn about the students’ personal and after-school 
            lives.


                            This study indicates that students not only value teachers who are warm
                                         and supportive, but also those who are firm and directive.
                                                                         (Krause et al 2010). 

This is reflected by many other authors including Wubbels et al as cited in Marzano 2003.  Such studies indicate that when asked about their preferences for teacher behaviour, students typically express a desire for teachers who provide clear purpose and strong guidance regarding both academic achievement and expected student behaviours.


Remember the ‘Pygmalion Effect’.
 
If you tell a student she is helpful then that is what she will try and be,
but tell her she is never any help at all and that is what you will get.
(Roffey 2004)