Establishing High-Quality Teacher-Student Relationships

Appropriate Levels of Dominance

This form of dominance is not about forceful control but about providing clear purpose and strong guidance in academics and behavior.  

Establish Clear Expectations and Consequences

Teachers should create and clearly communicate rules and procedures for various classroom activities, such as group work, transitions, and daily routines. Getting students involved in establishing these rules can increase their commitment to following them. Teachers also need to acknowledge student behavior by reinforcing positive actions and applying consequences for misbehavior.

Establish Clear Learning Goals

At the start of a semester, teachers should set and communicate clear objectives for what students are expected to learn. Teachers also need to give continuous feedback on students' progress towards these goals, revisit the objectives regularly, and offer final evaluations to help students understand their achievements and areas for improvement.

Exhibit Assertive Behavior

Teachers should assert themselves by standing up for their rights in a way that is clear and unlikely to be overlooked. This includes using confident body language, such as maintaining good posture and appropriate facial expressions, and speaking with a clear, controlled tone. Teachers need to be consistent in addressing inappropriate behavior, not ignoring or being swayed by excuses, and continuing to enforce expectations until students comply.   

Appropriate Levels of Cooperation

While assertiveness involves the teacher guiding the classroom, cooperation shifts the focus to working together as a team. Both dynamics are crucial for a productive learning environment. Strategies that promote cooperation involve addressing the needs and opinions of both students and teachers, helping to create a collaborative classroom atmosphere.  

Provide Flexible Learning Goals

Allowing students to set their own objectives or choose specific aspects of a topic to explore helps foster a collaborative environment and shows that the teacher values their input and interests. By incorporating students' preferences into the learning process, teachers demonstrate that they care about students' engagement and are willing to adapt to their needs, enhancing their investment in the material.

Take a Personal Interest in Students

Make an effort to connect with students by discussing their interests, acknowledging their achievements, and greeting them warmly, both in and out of class. Express interest in students’ lives and activities outside of school, such as extracurricular events, to build a supportive and personal relationship with them.

Use Equitable and Positive Classroom Behaviors

Make eye contact, move around the classroom to be physically present with all students, and attribute ideas to the students who contribute them. Ensure that all students, including those who don’t frequently participate, have opportunities to engage in discussions and be given adequate time to respond to questions.

Additional Readings

• Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. https://doi.org/10.3102/003465430298563
• Marzano, R. J., with Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD.
• Scrivener, J. (2012). Classroom management techniques. Cambridge University Press.
• UCONN - Classroom Management: https://cetl.uconn.edu/resources/teaching-your-course/classroom-management/
• Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.