Download our free planner here!!
A great school year is built on great relationships…. for both teachers and students. The best learning occurs in classrooms where relationships are prioritized.
Our free planner provides you an EASY strategy to take control of those relationships in a deliberate, equitable, targeted manner where all student strengths will be celebrated.
Developed from the research literature on the Teacher-Student relationship, this planner lays out a strategic approach for the coming school year to easily build great relationships with every student, and their families.
Citations for the references contained in the planner are listed at the bottom of this page.
References
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (2015). Patterns of attachment: A psychological study of the strange situation. Routledge. (Original work published in 1979).
Ang, R. (2005). Development and Validation of the Teacher-Student Relationship Inventory Using Exploratory and Confirmatory Factor Analysis. The Journal of Experimental Education, 74(1), 55–74. https://doi.org/10.3200/JEXE.74.1.55-74
Ang, R. P., Ong, S. L., & Li, X. (2020). Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance. Frontiers in Psychology, 11, 1724. https://doi.org/10.3389/fpsyg.2020.01724
Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). Boundary dilemmas in teacher–student relationships: Struggling with “the line.” Teaching and Teacher Education, 25(5), 636–646. https://doi.org/10.1016/j.tate.2008.10.002
Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children’s early school adjustment: The role of teachers and peers. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment. New York: Cambridge University Press.
Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1–12. https://doi.org/10.1016/j.jsp.2019.10.001
Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade. Child Development, 72(2), 625–638. https://doi.org/
Hattie, J., & Yates, G. (2013). Visible learning and the science of how we learn. Routledge. https://doi-org.ezproxy.lib.ucalgary.ca/10.4324/9781315885025
Peter, F., & Dalbert, C. (2010). Do my teachers treat me justly? Implications of students’ justice experience for class climate experience. Contemporary Educational Psychology, 35(4), 297–305. https://doi.org/10.1016/j.cedpsych.2010.06.001
Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434
Stuhlman, M. W., & Pianta, R. C. (2002). Teachers’ narratives about their relationships with children: Associations with behavior in classrooms. School Psychology Review, 31(2), 148–163. https://doi.org/10.1080/02796015.2002.12086148
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. V. MCole, S. John-Steiner, S. Scribner & E. Souberman (Eds.). Cambridge, MA: Harvard University Press.
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology 89(3), 411-419.