Teacher–Student Relationships and Classroom Management

Authored by: Theo Wubbels , Mieke Brekelmans , Perry den Brok , Lindy Wijsman , Tim Mainhard , Jan van Tartwijk

Handbook of Classroom Management

Print publication date:  September  2014
Online publication date:  September  2014

Print ISBN: 9780415660051
eBook ISBN: 9780203074114
Adobe ISBN: 9781135106843

10.4324/9780203074114.ch19

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Abstract

This chapter is a follow-up of the contribution on teacher–student relationships by Pianta (2006) in the first edition of the Handbook of Classroom Management. Just as Pianta did, we reconceptualize classroom management in terms of the relationships between teachers and students and use a relational approach to classroom management. Evertson and Weinstein (2006) defined classroom management as “the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning” (p. 4). From a relational perspective, we both extend and confine the definition of classroom management to read all teacher actions and associated cognitions and attitudes involved in creating the social emotional aspect of the learning environment. Although this definition focuses on teacher actions, it is important to acknowledge that these actions become effective only to the degree that students interpret these. Our approach emphasizes the socio-emotional aspects of teacher actions, and this chapter is primarily interested in teacher–student relationships. Peer relationships, of course, are another important factor in the social-emotional environment but will be treated in other chapters of the handbook.

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