102096 Researching, Teaching & Learning 1 2H 2017 Assignment 2

Positive student-teacher relationships to enhance classroom practice

The conversation about education, considering the long history of its practice,

has only recently taken to discussing curriculum, pedagogy and inclusivity. These

discussions have been about ‘what’ curriculum is, designing positive and encouraging

pedagogical strategies, achieving inclusivity and engagement in a classroom, and

bridging the gap between theory and practice (Egan, 1978; Moss, 2008; Gunn,

Peterson & Welsh, 2015; McDonald, Kazemi, Kelly-Peterson, Mikolasy, Thompson,

Valenicia & Windschitl, 2014; Ford, 2013). Increasing amount of literature and

research has been dedicated to investigating negative effects experienced by students

when these discussions are not taken into account and when classroom practises do

not reflect national education policy and standards (Becker & Luthar, 2002; Santrock,

2014; Arnett, 2014; Ferfolja, Diaz & Ullman, 2015; MCEECDYA, 2008). The

Melbourne Declaration (MCEECDYA, 2008) states its goals to provide equity and

excellence in Australian schools, a commitment to supporting students become

creative, confident, and successful learners, and active, informed citizens of society.

When national policies and standards are not reflected in practice, students may feel

they have no agency over their learning, alienate themselves from other students,

refuse to participate in anticipation of failure, and develop feelings of regret and

disappointment towards school and education (Becker & Luthar, 2002). Further,

students with emotional and behavioural issues already ‘at-risk’ may develop stronger

tendency towards drugs and alcohol abuse, criminal activity, develop mental health

issues and drop out of school (Santrock, 2014).

In the midst of the educational conversation about inclusivity, my chosen article

by Trevor Capern and Lorraine Hammond (2014), discusses the effects of building

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positive teacher-student relationships on two groups of students who are at extreme

ends of the inclusivity discussion, ‘gifted students’ and students with

‘emotional/behavioural disorders’. Published in the Australian Journal of Teacher

Education, the 18 months of research conducted in this paper used a mixed-methods

approach on a total of 98 year 9 and 10 students enrolled in ‘gifted and talented’ and

‘behaviour management’ programs in Western Australian schools (Capern &

Hammond, 2014). This study directly utilizes student perspectives and responses to

identify teacher behaviours recommended for practice that are effective. The

behaviours identified act as a guide, allowing teachers to ascertain how to build

positive, caring relationships with students to increase their academic success and

assists in their social-emotional development (Capern & Hammond, 2014). This essay

will use the chosen article’s recommendations for practice and apply those to a chosen

lesson plan activity to reflect improved pedagogical practice.

The paper clearly outlines that their recommendations for practice can be used

by pre-service and in-service teachers, and education institutions (Capern &

Hammond, 2014). The NSW Stage 6 (years 11 and 12) curriculum for English aims to

provide students with a “solid foundation of literary and numeracy”, “promote the

development of students’ values, identity and self-respect”, prepare them to meet

future challenges of further academic study and workplace, and to become “full and

active” participants of society (NESA, 2012). The paper’s recommendations for

practice are ‘practical’ and ‘employable’, aimed at encouraging positive, caring

relationships that assist students in attaining goals such as those in the curriculum,

both inside and outside the classroom environment (Capern & Hammond, 2014).

The article cites extensive existing literature and Western Australia education

policies to support their hypothesis that positive student-teacher relationships play an

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active role in affecting students’ academic achievement, and social-emotional

development (Capern & Hammond, 2014). The article acknowledges the gaps in

literature where there is lack of empirical evidence for how positive student-teacher

relationships form/can be formed in practice, especially with students who are at

extreme ends of academic achievement (Capern & Hammond 2014). Capern and

Hammond’s (2014) research aims to fill this gap by collecting data directly from

students about how teachers can form positive relationships with them and how these

relationships can positively affect their academic achievement and social-emotional

development. Their hypothesis travels to the source of the issue, aiming to identify

specific teacher behaviours that are ‘practical’, ‘employable’ and can be used to teach

pre-service and in-service teachers about how to build and maintain positive

relationships with students (Capern & Hammond, 2014).

The article, as a mixed methods research report, utilises both qualitative and

quantitative research methods. The reasons for choosing a mixed methods approach

is outlined in the methods section of the article that states, “to generate meaning, deep

understanding, and a high quality of data interpretation” (Capern & Hammond, 2014,

p. 51). Mixed methods research is often used concurrently or sequentially by

researchers to gain a more thorough understanding of the data, to use one method to

explain the results of the another, or even use one method to discover

strengths/limitations of data produced by another (Ullman, 2015, pp. 193-204).

The process for collecting quantitative data required using an instrument that

would provide validity, large-scale. Researchers admitted that such an instrument to

measure student-teacher relationships in secondary schools did not exist, thus they

created their own from three different sources (Capern & Hammond, 2014). They

utilised Malecki, Demaray, and Elliot’s (2000) ‘Child and Adolescent Social Support

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Scale’, Wilkin’s (2006) survey ‘Student-Teacher Relationship Survey: Student

Version’, and recommendations from Suldo et al.’s 2009 study (Capern & Hammond,

2014, p. 51). The new version, ‘Student-Teacher Relationship Survey – Student

Version’, intended for higher data validity (Capern & Hammond, 2014, p. 51).

Cronbach’s alpha was calculated as a measure of reliability for this section, which has

a high reputation as a measure of “internal consistency” reliability (Bonett & Wright,

2015). The survey consisted of 70 detailed items to measure teacher behaviour

quantitatively, and open-ended questions at the end for focus group purposes. Focus

groups were conducted to collect qualitative data, these groups consisted of randomly

selected volunteer students from each program to participate in interviews (Capern &

Hammond, 2014). Specifically designed interview questions and open-ended

questions from the survey were used in interviews. This allowed students to reflect on

and provide justifications for their responses, as surveys were analysed prior to

conducting focus groups. This triangulation of data ensured validity and determined

convergence of quantitative and qualitative findings (Capern & Hammond, 2014;

Ullman, 2015).

Three sets of findings were presented. First, survey data was presented in a

list consisting of 10 top teacher behaviours receiving the highest mean scores.

Second, data from open-ended questions was presented in a table to demonstrate the

presence of three main reoccurring themes. These themes were teacher behaviours

mentioned repeatedly by students. In gifted student responses, “promoting academic

success”, “being approachable”, “treating students equally and fairly”, were

reoccurring themes (Capern & Hammond, 2014, p. 54). In emotional/behavioural

disorder student responses, “having a warm/friendly disposition”, “talking and listening

to students”, “supporting student learning”, (Capern & Hammond, 2014, p. 57). Third,

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data from the focus groups was presented in dialogue format. In the discussion

section, the findings were evaluated to demonstrate convergence of responses from

gifted and emotional/behaviour disorder students. The findings established that most

students agreed non-discrimination, respect and humour were teacher behaviours

essential for building positive student-teacher relationships. Gifted students

collectively agreed that good teacher behaviours centred around assisting them

achieve academically, whereas emotional/behavioural disorder students agreed that

teachers needed to display patience, understanding, care and support to assist them

academically, socially and emotionally through school (Capern & Hammond, 2014).

The background research, method and findings of this article clearly outline that

student perspectives are the best sources to ascertain specific teacher behaviours

needed for positive relationship building. The recommendations for practice in this

article are simple, practical and employable by all teachers, and according to the

students the teacher behaviours work effectively and positively to build caring student-

teacher relationships (Capern & Hammond, 2014).

The learning activity chosen for this essay teaches year 7 students about social

responsibility, the concept of ‘paying it forward’ by watching a film called ‘Paying It

Forward’, and doing activities to debrief on the main ideas and concepts.

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Picture of full plan:

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The activity of the lesson plan chosen for this essay is the ‘Body: Part A’ activity.

A total of 8 questions are given, requiring a 50-100 words response. This activity

requires students to debrief on the foundation concepts of the film by answering

personal questions based on the social responsibility of ‘paying it forward’. The

questions lead students to reflect on their current perception of and formulate

hypothetical responses to future scenarios of social responsibility, moral duty and

obligation as future active citizens of society.

Picture of ‘Body: Part A’:

The study of English literature and language in NSW schools requires more

than simply being proficient in communication via “speaking, listening, reading, writing,

viewing and representing” (NESA, 2012). The study of English requires attaining

deeper knowledge, skills and understanding via “responding to and composing a wide

range of texts” in order to investigate how different compositions of literature “use

language to shape and make meaning according to purpose, audience and context”

(NESA, 2012). English studies push the boundaries of students’ minds, encouraging

them to “think in ways that are imaginative, creative, interpretive and critical” (NESA,

2012). Most importantly, the study of English helps students express themselves,

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understand their relationships with others and their place/purpose in world (NESA,

2012). English is a study of humanity, society, and discourse through literature and

language. Thus, the chosen learning activity is highly relevant considering it requires

students to reflect on their perception of ‘social responsibility’ as individuals living in a

society. To employ a functionalist sociological perspective, students are taught that

each facet of society as a function, although we are individuals, we live in communities

where everyone has a role to play and all those roles combined create our economy

and society (Crossman & Cole, 2017). Each individual has social responsibilities and

moral obligations to others.

The chosen education issue is integral to the English KLA as a subject about

humanity and society, and to the chosen learning activity about social responsibility.

Positive classroom relationships can play an important part in assisting students

understand the concept of social responsibility. Most gifted and emotional/behavioural

disorder students rated teacher behaviour of fairness, non-judgemental and

approachability highly (Capern & Hammond, 2014). A teacher must embody and

practice inclusivity and fairness before passing those values and teachings to

students. Teacher-student relationships can even be seen as an extension of parent-

child relationships, where students aim to emulate and learn from their teachers as

they do their parents (Davis, 2003). Thus, it is important for teachers for exhibit positive

teacher behaviours as those outlined in the chosen article, in order to effectively teach

the chosen learning activity on the concept of social responsibility.

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Modified learning activity [Body (Part A)]:

No. of students: 25-30.

Total timeframe of activity: 35mins (half of standard 60min lesson).
Timeframe breakdown: 2mins to set up a projector screen with the questions, divide the
classroom into 5 groups, and allocate each group a question. 10-13mins for groups to
discuss their question. Remaining 20mins for each group to nominate 2-3 student
speakers to present their ideas and responses to the class in an open class discussion.
Resulting in 3-4mins approximately for each group to present.
Role of teacher during the 35min learning activity: While group discussions occur go to
each group and listen to their ideas, if needed provide advice and direction. As groups
are presenting in the open class discussion, listen to their responses, praise them on
their ideas, provide feedback and constructive criticism.

1. Think of whether the movie concept “paying it forward” would actually work.
Would the recipient of a good deed return the favour to others? E.g. would you be
more or less inclined to do something good for another person if someone
engaged in a ‘random act of kindness’ towards you?
2. Devise a scenario whereby a simple smile to someone, a random stranger e.g.
cashier, person on a train, new neighbour, could translate into a series of 4-5
events that might ultimately change someone’s life?
3. Would you be willing to do something nice for someone with absolutely no
expectation of receiving anything in return? What about if the person wasn’t
appreciative? Should we always expect something in return for everything we do?
4. Is there a moral duty or obligation to do good for others especially when there is
little cost to oneself?
5. What happens when you notice a negative outcome of your good deed? E.g. if
you gave some money to a homeless person and saw them buy alcohol with it,
how would this make you feel? Would it change your actions the next time you
see a homeless person asking for money?

Capern and Hammond’s (2014) own research and reference of extensive

existing literature on the issue of positive student-teacher relationships to enhance

learning, concludes that there are ‘universal’ teacher behaviours for building positive

relationships with students, as well as specific additional teacher behaviours for

unique students. Both gifted and emotional/behavioural disorder students outlined

non-discrimination, respect and humour as essential teacher behaviours; however,

gifted students placed greater emphasis on behaviours that support their academic

achievements whereas emotional/behavioural disorder students placed greater

emphasis on emotionally supportive teacher behaviours (Capern & Hammond. 2014).

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Teacher behaviours outlined by gifted students utilized to modify the learning

activity are “allow students to get help from other students”, “give all students equal

chances to participate in class on assignments”, “explain things I don’t understand”

(Capern & Hammond, 2014, p. 60). Teacher behaviours outlined by

emotional/behavioural disorder students utilized to modify the learning activity are “be

patient with me”, “listen if I have something to say”, “be willing to explain things again”,

“give me a chance to explain myself”, and “give equal attention and praise among

students” (Capern & Hammond, 2014, p. 60). The modifications address 11 out of the

18 teacher behaviours outlined in Capern and Hammond’s (2014, p. 60)

recommendations for practice, including all those listed in this paragraph. The

modified learning activity also increases general classroom engagement by

incorporating collaborative learning. Higher classroom engagement levels have

consistently resulted in increased academic success in the classroom, shaping a

student’s decision of future/post-school academic achievement, and stimulating

positive attitudes towards schooling (Cooper, 2014). By directing students towards

formulating responses that reflect real-life scenarios, the modifications adhere to K-10

English curriculum outcomes of ‘cross-curricular connections’. Cross-curricular

connections allow students to attain the “broad learning outcomes defined in the Board

of Studies K-10 Curriculum Framework and Statement of Equity Principles, and in the

Melbourne Declaration of Educational Goals for Young Australians” (NESA, 2012).

The modifications adhere to cross-curricular connections of ‘critical and creative

thinking’, ‘ethical understanding’, and ‘personal and social capability’ (NESA, 2012).

The modifications also directly address one of the Melbourne Declaration

(MCEECDYA, 2008, p.13) goals of moving “across subject disciplines to develop new

expertise” by incorporating cross-curricular connections.

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In conclusion, Capern and Hammond’s (2014) educational issue is highly

relevant in broad and specific areas of teaching. Their clearly outlined, practical and

employable recommendations for practice are even more so. This has been

demonstrated in this essay by modifying a learning activity using their

recommendations and NSW education policies and curriculum standards, to reflect

improved pedagogical practice.

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