Building student‐teacher relationships and improving behaviour‐management for classroom teachers

Yassine, Jordan; Tipton, Leigh Ann; Katic, Barbara

doi:10.1111/1467-9604.12317

Cited by 7 publications

(3 citation statements)

References 17 publications

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“…The themes suggest that student-teacher relationships are vital. These results match the recent recommendations of Yassine et al (2020), who suggested that improving student-teacher relationships is a key component in the success of in-class interventions for disruptive behaviour. Our results are also supported by two longitudinal studies conducted by Hamre and Pianta (2001) and Hughes (2011), who investigated the overall influence of student-teacher relationship quality on student social and academic outcomes.…”

Section: Experience With and Knowledge Of Interventionssupporting

confidence: 89%

Listening to the Experts: A Needs Assessment of ASSIST for Disruptive Classroom Behaviour an eLearning Professional Development Program for Classroom Teachers

Orr,

Belliveau,

Chambers

et al. 2023

JEDP

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Teachers have limited access to training in in-class interventions for disruptive classroom behaviour (DCB). The goal of the current study was to understand the needs of end-users and stakeholders for teacher-implemented in-class interventions for DCB and their perspectives on eLearning about behaviour management. The needs assessment involved a mixed methods design using a structured interview and an online survey. Descriptive statistics were used to summarize survey responses, with open-ended data used for contextualization. The results revealed: (a) end-users and stakeholders were aware of and reported using many of the interventions that have been assessed in the literature, (b) more frequently used interventions were perceived as more effective, (c) interventions were inconsistently implemented and inconsistently effective, and (d) the implementation of interventions was influenced by student-teacher relationships. Results also indicated that while the participants perceived many positives of using eLearning, there were also some perceived barriers.

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Section: Experience With and Knowledge Of Interventionssupporting

confidence: 89%

Listening to the Experts: A Needs Assessment of ASSIST for Disruptive Classroom Behaviour an eLearning Professional Development Program for Classroom Teachers

Orr,

Belliveau,

Chambers

et al. 2023

JEDP

View full text Add to dashboard Cite

show abstract

“…By instilling quality teacher–student relationships, there is a correlation between students’ academic success and behavioral outcomes (Li, 2015). Behavior outcomes were also the focus of work by Yassine and colleagues (2020), indicating that focusing on the teacher–student relationship, including the components that build relationships, impacts student behavior and is a key piece of academic success.…”

Section: Resultsmentioning

confidence: 99%

The Importance of Relationships in Education: Reflections of Current Educators

McKay

Macomber

2021

Journal of Education

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The purpose of this study was to seek to understand and describe current educators’ perceptions of building relationships in education. Thirty-five K-12 educators completed reflective writing responses as part of this phenomenological study. The thematic analysis constructed four themes: (a) “students are motivated to learn when strong relationships are formed,” (b) “if they don’t trust you and don’t think you care, learning decreases,” (c) “teachers had a great impact on me that I admire deeply-these teachers are the reason I went into education,” and (d) “they can always google the content.” The findings highlight the significant impact of relationships.

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“…In their longitudinal study focussing on associations of student-teacher relationships and behavioural and emotional strengths on academic achievement in a group of Grade 5-7 Finnish studentsSointu et al (2017) reported that a positive student-teacher relationship correlated with higher academic achievement. In addition,Yassine et al (2020) found a significant reduction in challenging and harmful behaviours in Kindergarten students due to the introduction of a relationship building component to a behaviour management plan. The importance of strong student-teacher…”

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confidence: 99%

Evaluation of a Cognitive Behavioural Coaching Programme for Secondary School Students

Friedel

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<p><strong>Abstract Background: Cognitive Behavioural Therapy (CBT) is a widely used therapeutic approach which aims to help individuals resolve dysfunctional thoughts and feelings. One variation of CBT that may have applicability for use in secondary schools is Cognitive Behavioural Coaching (CBC). CBC programmes may be useful for helping students set and achieve personal and academic goals and cope with the stresses and pressures associated the secondary school environment. Objective: The aim of this thesis research was to evaluate a CBC programme for supporting secondary school students. The specific objectives were to assess the effects of a school-based CBC programme on (a) attendance, (b) achievement of personal and academic goals, (c) self-reported levels of depression, anxiety, and stress, (d) self-reported levels of well-being and motivation, and (e) students’ and coaches’ perceived benefits and acceptability of the programme. Method: Fifteen school staff volunteered to be trained as coaches following the ABCDEF Coaching Model manual developed by Palmer (2009). After training, these coaches delivered 20 CBC sessions to a total of 19 students. Coaching sessions focused on solutions-based approach for helping students with setting and achieving goals using various problem-solving techniques, such as using effective questioning and listening skills. Pre-coaching and post-coaching measures were collected within a two group comparison design on (a) student attendance, (b) achievement of personal and academic goals, (c) self-reported levels of depression, anxiety, and stress, and (d) self-reported well-being, and motivation. Coaches’ fidelity of implementation was rated to assess the extent to which the training they received was effective for enabling them to function as coaches. Evaluations of treatment acceptability were also conducted with both the coaches and students. Results: All students achieved their personal goals. There were no significant pre-post differences for attendance, academic achievement, depression, anxiety, stress, and motivation. With respect to the measure of wellness, there was only one significant pre-post difference. Specifically, students in the treatment cohort 2 group showed an increase in self-reported positive affect from the pre-test to the post-test. No negative effects were reported. The coaches were observed to implement the CBC programme with a high degree of fidelity (95-97%). Coaches and students also reported that they enjoyed being involved in the coaching process and found it generally beneficial and acceptable. Conclusion: The results suggest that the approach to the training of coaches was effective in enabling the coaches to implement the 20-session CBC programme with fidelity. Their use of the CBC programme appeared to be helpful for enabling students to set and achieve personal goals. Based on these results, a 20-session CBC programme seems to be both promising and feasible for implementation in secondary schools. The research on the use of CBC in secondary schools would be improved by the recruitment of a larger sample size, extending the initial screening process for participants, and the introduction of a vetting process for coaches. Future research should also focus on exploring modifications that might lead to significant positive changes in academic outcomes for the participating students.</strong></p>

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Building student‐teacher relationships and improving behaviour‐management for classroom teachers

Cited by 7 publications

References 17 publications

Listening to the Experts: A Needs Assessment of ASSIST for Disruptive Classroom Behaviour an eLearning Professional Development Program for Classroom Teachers

Listening to the Experts: A Needs Assessment of ASSIST for Disruptive Classroom Behaviour an eLearning Professional Development Program for Classroom Teachers

The Importance of Relationships in Education: Reflections of Current Educators

Evaluation of a Cognitive Behavioural Coaching Programme for Secondary School Students

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