An Overview of the Teacher-Student Relations Literature (Hamre & Pianta, 2004)
Student-perceived teacher connection was the factor most closely associated with growth in
achievement from 8th grade to 12th grade (Gregory & Weinstein, 2004).
 Features of the individuals and their representation (perceptions) of the relationship
include:

TEACHERS - Teachers perceive themselves as either instructors or socializers
(Brophy, 1985).
i. Teachers who view themselves primarily as instructors [focus on
standards/challenge] tend to respond more negatively to students who are
underachieving, unmotivated or disruptive during learning tasks.
ii. Teachers who view themselves primarily as socializers [focus on care and
choice] tend to respond negatively toward students they view as hostile,
aggressive or interpersonally disconnected.
iii. Teachers who believe that they have an influence on students tend to
interact in ways that enhance student investment and achievement
(Midgley, Feldlaufer & Eccles, 1989).
iv. Teachers who hold high generalized expectations for achievement, students
tend to achieve more, experience greater self-esteem, competence as
learners and resist problem behaviours (Roeser, Eccles & Sameroff, 1998).

STUDENTS - Some student characteristics are readily observable (gender) while
others are more psychological or behavioural in nature.
i.
Mismatch between the developmental needs of students and the
characteristic of schooling contexts can exacerbate disaffection (Harter,
1996) and lead to negative self-evaluation and attitudes toward learning
(Roeser & Galloway, 2002)
ii.
Boys are at greater risk of disaffection from school (Ryan, Stiller & Lynch,
1994).
iii.
Students’ social and academic competencies and problems (e.g. disruptive
behaviour) is associated with less supportive and more conflictual
relationships (Hamre & Pianta, 2001).
iv.
The connection between behaviour and relationships is a result, in part, of
the relational style of the student (moving toward [cooperative & social
engagement styles], moving away [independent engagement style] or
moving against [withdrawn engagement style]).
 Processes by which information is exchanged between the relational partners:
i. Teacher-student relationships interact in reciprocal feedback loops that
carry information.
ii. Participants interpret information carried in the interaction differently.
iii. Qualities of information or how it is exchanged (tone of voice, posture &
proximity, timing of behaviour or contingency or reciprocity of behaviour) is
more important than what is usually said or done.
iv. There is a reciprocal association between teacher and student behaviour.
For example, students have positive perceptions of the relationship when
the teacher was more involved with students within the social environment
(Skinner & Belmont, 1993).
v. Students who are able to form strong relations with teachers are at an
advantage that grows exponentially as the year progresses.
 External influences of the system in which the relationship is embedded:
vi. The larger school community (school climate/culture) can support or
restrain the development of positive teacher-student relations (Crosnoe et
al., 2004).
vii. Mismatch between school culture and student goals, feelings, needs and
relational styles influence the quality of relationships they form that in-turn
influence the value the attribute to classroom experiences.
Creating Engaging Schools and Classrooms

School Culture – adjust structures to personalise relationships in schools
i.
Reduce “mismatch” between the conditions and practices students
encounter and their needs, readiness and capacities (Felner, Favazza, Shim
& Brand, 2001).
ii.
Create caring school communities (Battisitch, Solomon, Watson & Schap,
1997).
iii.
Change the organisational structures to increase non-academic time
teachers spend with students
iv.
Encourage teachers to learn about student’s lives.
 Classroom Practice Level - teachers use strategies that improve classroom climate.
i.
Teach social and emotional development (e.g. PATHS).
ii.
Engage in frequent social conversation with students
iii.
Show genuine interest in student responses by spending time listening,
asking follow-up questions and remembering key information to ask later.
iv.
Be available for students who are experiencing difficulties.
v.
Provide opportunities for students to share their views and thoughts on
academic subjects. This indicates a greater regard for students’ perspectives
and ideas.
vi.
Behaviour Management strategies that clearly communicate expectations,
caring and respect. Teachers should spend more time with these students.
 Relational-Based Intervention
i. Conduct a thorough relational assessment. Relationships can be described
from inside and outside with data on both student’s and teacher’s
perceptions, behaviours and beliefs.
ii. Identify times in which things go relatively well in the teacher-student
relationship.
iii. Create time to spend with the student focused on building more positive
interaction banking relational capital.
iv. Find ways to support the student throughout the day by creating and
communicating consistent relational themes.
 I am interested in you
 I accept you
 Adults can be helpers
 I am consistent
 I am safe
 You have competencies
 I will be here even when things get tough
 I can read your signals and will respond to them (e.g. Instructional
Code Switching)
 Instructional Code Switching in Classrooms
v. Identifies students and teachers in need of relationship support.
vi. Helps teachers develop new and more supportive ways of interacting with
all student engagement styles in the classroom.
vii. Helps teachers to constrain their own engagement style and switch
relational approaches to better align with student groups clustered by
different engagement styles.
viii. ICS is an effective classroom instructional methodology able to scale the
intervention effort to target all students.
ix. ICS is a consistent sustainable framework for better engaging students with
different engagement styles and thus improving teacher-student relations.
x. ICS is easy to implement in classrooms.