Correlations Between Teacher-Student Relationships and the Student's Development

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Recommended: Positive and negative effects of teacher-student relationships

Interactions are in Articles 3, 6, 7, 10, 11, 12, 13, 15, 16
Thesis: Teacher-student relationships develop from daily classroom interactions between teacher and students. The establishment of warm, positive, healthy teacher-student relationships and interactions is crucial to student’s emotional, behavioral, and cognitive development.
Article 7
According to Allen (2013), improving the quality of teacher-student interactions within the classroom depends upon a solid understanding of the nature of effective teaching for adolescents (p. 77). As cited by Allen (2013), “ Hamre, Pianta, Burchinal, & Downer (2010) developed an assessment approach that organizes features of teacher-student interactions into three major domains: emotional supports, classroom organization, and instructional supports. This approach to assessing classroom interaction qualities has been tested and validated for the grades of prekindergarten to five, with evidence supporting this latent structure of dimensions and domains across grades and across content areas (Allen, 2013, p.77). The Classroom Learning Assessment Scoring System-Secondary (CLASS-S) was developed for secondary schools as an upward extension of previous work. Within each domain considered are specific dimensions of classroom interactions that past research suggest are likely to be important to student learning. The qualities of of emotional and relational support is captured via assessments of the dimensions of positive classroom climate, teacher sensitivity, and regard for adolescent perspectives (p. 77).
Allen (2013) noted, the CLASS-S draws upon theoretical and practical approaches in terms of observable, ongoing qualities of teacher-student interactions (p.78). This scoring system focuses o...

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...skills indirectly through providing more facilitated opportunities for practicing peer skills; effective management of time and behavior in the classroom allows for more opportunities for positive peer interactions and decreases the opportunities for negative peer interactions (Luckner, 2011, p. 264).
A study focused on teacher-child interactions in a dyadic setting, whereas most teacher-child interactions take place in group settings. The study investigated whether the complimentarily principle (mutual interactive behaviors are opportune on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. In addition, the study examined whether interactive behaviors and complementarity depended on children’s externalizing and internalizing behaviors, interaction time, and interaction frequency (Roared, 2013, p. 143-144).

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