Measure of teacher-student relationships.

One teacher report instrument, designed for  elementary  school teachers, is the Teacher Student Relationship Scale (STRS);painta,2001). This instrument measures a teacher's perception of conflict, closeness and dependency with a specific child. Another instrument, designed for teachers of middle and high school is the Teacher Student Relationship Inventory (TSRI)Ang, 2005. It measures teacher's satisfaction with their students , the help they perceive they are offering to their students, and their level of conflict with their students.The presence of supportive relationships can be measured in classroom using the Classroom Assessment Scoring System (Pianta, Laparo & Hamre 2006). This system measures teachers' sensitivity as well as positive and negative climate in the classroom. Different forms of this instruments can be used for preschools through twelfth grade. Students reports of their relationships with teachers can be assessed in young children with the feelings about school instrument (Valeski & stipek,2001 ) or by having a child draw a picture of him/her self and his/her teacher at school and analyzing the picture for signs of negativity( Harrison , Clarke,& Ungerer, 2007). In elementary school , student can be assessed with the loneliness and social dissatisfaction Questionnaire for the youth children(Cassidy & Asher,1992); in middle school with the Teacher Treatment Inventory (Weinstein & Marshall,1984): and in high school students with an adapted measure of perceived social connection. Another set of validated in another set of validated  instrument designed for teachers and students are the Assessment of Learner-Centered (ALCP) survey.   These surveys, each designed for different age group ( grades K-3,4-8 and 9-12), provide teachers with tools for  self-assessment and reflection  (McCombs, 2004). The emphasis of this work has been to identify discrepancies between teacher and student perception in order to assist teachers as they reflect upon and change their practices (McCombs & Miller, 2006). The ALCP process focuses on student learning and motivational outcomes, as well as the classroom practices that contribute most to maximizing these outcomes.