Building Positive Teacher Student Relationship In Classroom.

When first grade teachers use practices that demonstrate caring toward students and practices that foster interpersonal skills among students, students are less likely to reject one another  ( Donahue et al, 2003). Also, aggressive students who have positive relationships with teachers are more likely to be accepted by peers than aggressive students who lack positive relationships with their teachers ( Hugesly, Cavell et al; 2001). Ultimately, constructive teacher student relationships have an important positive influence on the social skills of difficult as well as typical students ( Zins, Elias, Greenberg, and Weissberg, 2000). Such findings suggests that enhancing individual teacher-student relationships has beneficial and cumulative effects for other aspects of classroom life.
Improving teacher- student relationships in only the first step toward the meeting students' emotional and relational needs. A teacher should also work on producing a caring community of learners. such efforts improve the nature of interactions among the students and promote students ' engagements in school (Hamre & Pianta, 2005; McCombs, 2004; Meece,2003; Meece et al; 2003:
Studies have been conducted to examine the effectiveness of interventions designed to create more caring school and classroom communities , each has resulted in specific recommendations for improving teacher-student relationships as well as peer- relationships. One such intervention is the Child Development Project (CDP). It is focus on fostering caring peer relationships, including students in decision-making , and teaching students to better understand the feelings, needs, and perspectives of others. The goal of (CDP) is to promote positive development among children and build upon the strengths, Students exposed to the intervention feel more positive about school and are more motivated (e.g ; showed more task orientation and greater intrinsic motivation)  than their counterparts not receiving this intervention in elementary school (Solomon, Battistich, Watson, Schapes, and Lewis ,2000). Like wise, CDP appears to have some long- lasting effects. students enrolled in the CDP elementary schools were elementary schools were less antisocial and more prosocial in middle school as well (Battistich et al; 2004). Further, in a district that pressed for the high achievement, CDP was linked to positive effects on achievement outcomes as well as gains in socioemotional skills for more information, visit Developmental Studies Centers Child Development Project.
Another example is the Responsive Classroom (RC) approach. This is a classroom- based intervention  designed to integrate social and academic learning. When RC was examined to determine whether there were links between the use of its approach and the quality of teacher-students relationships, it was found that teachers using more (RC) practices had closer relationships with students in their classrooms (Rimm-Kaufman & Chiu, 2007). Visit Responsive Classroom to learn more.