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Social Powers and Effective Classroom Management: Enhancing Teacher–Student Relationships

DOI:10.1177/1053451211406543
Authors:
Gary L. Alderman at Winthrop University
Gary L. Alderman
Susan Green at Winthrop University
Susan Green
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Behavior Management
Intervention in School and Clinic XX(X) 1 –6
© Hammill Institute on Disabilities 2011
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Social Powers and Eective
Classroom Management:
Enhancing Teacher-Student
Relationships
... Teachers have a big role in student learning success. The role of teachers in learning success according to Alderman as quoted by Elliott et al), ... emphasized that teachers must Show students that they want them to succeed and also that they expect students you achieve the major learning objectives for a class [4]. ...
The Effect of Online Learning on Students’ English Learning Achievement
Article
Full-text available
  • Sep 2020
The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-toface to online teaching and learning. Studying online changes the learningexperience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Materials and Methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-toface. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.
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... The question here for the teacher is that whether the decreasing of power and authority in the classroom is conducive to make a supportive classroom environment and positive TSR. Alderman and Green [20] discussed applying the social power model in teaching regarding the techniques for using power. The model contains four types of power which are coercion, manipulation, expertness, and likability. ...
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... Une relation de bonne qualité s'appuie sur des éloges plutôt que sur des critiques persistantes(Marzano et al., 2003). Des relations enseignant-élèves efficaces minimisent les comportements perturbateurs qui gênent l'enseignement, créant ainsi un climat social de classe susceptible de favoriser l'apprentissage pour tous les élèves(Alderman et Green, 2011 ;Parsonson, 2012). D'autres études complémentaires révèlent que des relations enseignantenfant de haute qualité peuvent favoriser la résilience scolaire chez les enfants à faible revenu, issus de minorités raciales ou ethniques, à risque de mauvais résultats(Crosnoe et al., 2010 ;Murray et Zvoch, 2010).Pakarinen et al. (2014) ont étudié les relations entre la qualité des interactions en classe et les comportements des enfants dans des situations d'évaluation. ...
Les compétences psychosociales des élèves dans le premier degré : analyse de leurs relations avec les pratiques enseignantes et la réussite des élèves
Thesis
Full-text available
  • Nov 2021
L’explicitation des différences de réussite entre élèves à l’école élémentaire a déjà mobilisé de nombreuses recherches dans le champ de l’éducation. Dans le cadre de cette thèse, nous explorons le développement chez l’élève de six compétences psychosociales (OMS, 1994) : la coopération, l’empathie, la maîtrise de soi, l’anxiété, l’estime de soi et l’internalité. Eu égard à la prégnance de l’effet des pratiques enseignantes sur le parcours scolaire de l’élève (Bressoux, 1994, 2001 ; Hanushek, 2002, 2014), nous avons fait l’hypothèse que (1) le profil interactionnel des enseignants du premier degré avait un lien avec le niveau de développement des compétences psychosociales et que (2) le niveau de développement des compétences psychosociales en lien avec le profil des enseignants avait un effet sur la réussite scolaire des élèves de l’école élémentaire. Les compétences psychosociales étaient donc envisagées comme de potentielles variables médiatrices entre les pratiques de l’enseignant et les performances des élèves. Fondé sur un échantillon constitué de 623 élèves de CE2, CM1 et CM2 et de 26 enseignants, notre protocole de recherche a permis de recueillir (1) des données sur le profil interactionnel des enseignants à partir de la perception des élèves et des enseignants eux-mêmes, (2) des données en début et en fin d’année sur les compétences psychosociales des élèves et (3) des données sur les performances des élèves en français et en mathématiques. Si nous constatons un effet moindre du profil interactionnel de l’enseignant sur le niveau scolaire des élèves, nous notons un effet direct de ce même profil sur les compétences psychosociales des élèves et un effet de ces compétences sur la réussite des élèves. L’utilisation d’analyses de structure de covariance avec LISREL a mis en évidence un effet indirect d’une forme de bienveillance de l’enseignant sur les performances des élèves qui transiteraient par le bien-être psychosocial scolaire des élèves.
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... For some, authority could refer to glamorous leadership rooted in a leader's charisma and acclamation. For others, it might be a synonym for domination and manipulation exercised by power holders to obtain involuntary obedience from those less powerful ones (Alderman & Green, 2011;Harjunen, 2009;Uitto & Syrja La, 2011). Despite its elusiveness, controversies and complexities, a growing body of theoretical and empirical research has convincingly demonstrated that teacher authority is an ever-present feature of everyday school life, determining the quality of students' schooling experiences (Koutrouba, Baxevanou, &Koutroumpas, 2012;Pellegrino, 2010;Richmond & McCroskey, 1984;van Manen, 1991). ...
Understanding Teacher Authority
Article
Full-text available
  • May 2021
Despite the fact that teacher authority is an ever-present and fundamental component of everyday school life and classroom experiences, teacher authority remains poorly understood and insufficiently researched. By reviewing the sociological and educational literature on teacher authority, the study outlined the current status of teacher authority research, explicated the institutional and personal sources of legitimate teacher authority, and delineated four perspectives for understanding teacher authority: a) teacher authority is legitimate domination generated and justified by professional and personal sources of legitimacy; b) teacher authority functions through pedagogical discourse which is a both instructional and regulative process of transmitting value-laden knowledge; c) teacher authority is in dynamic teacher-student relationships where teachers cannot automatically possess but have to earn students’ respect; d) teacher authority emits educational influences and essentially serves the moral order of conscience. The study calls for more research into teacher authority especially against the backdrop of declining teacher authority yet ever growing expectations and demands on teachers and teaching outcomes.
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... According to this, maintaining strong teacherstudent relationships is important, which requires teachers and students to mutually interact (Yücel et al., 2010). From the teachers' perspective, teachers should consider students' perspectives and negotiate with them, instead of holding absolute authority, to achieve educational goals and protect the proactive personality of students (Alderman and Green, 2011). From the students' perspective, students could share their personal experiences, such as interesting family stories, with teachers to strengthen the relationship (Baker et al., 2008). ...
Proactive Personality and Academic Engagement: The Mediating Effects of Teacher-Student Relationships and Academic Self-Efficacy
Article
Full-text available
  • Jun 2021
A proactive personality provides students with strong competitiveness in academic learning. However, previous research primarily focused on the effects of the big five facets, and less attention was paid to proactive personality which shows more incremental validity in learning. The current study aimed to investigate the relationship between proactive personality and academic engagement. The sample consisted of 519 students (245 females, 274 males; M age = 10.20, SD = 0.891). The study used Mplus 7.0 software to establish structural equation models (SEM). The results showed a significant positive relationship between proactive personality and academic engagement. Teacher-student relationships and academic self-efficacy were found to fully mediate separately between proactive personality and academic engagement. Moreover, the serial mediator model indicated that proactive personality was sequentially related to academic engagement through teacher-student relationships and academic self-efficacy. The implications for learning and teaching are discussed.
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... Teachers have a big role in student learning success. The role of teachers in learning success according to Alderman & Green (2011) as quoted by Elliott & Littlefield (1995), ... emphasized that teachers must Show students that they want them to succeed and also that they expect students you achieve the major learning objectives for a class. ...
Effect of Online Learning on Students’ Learning Achievement: (Overview of Learning English Achievement)
Article
Full-text available
  • Jan 2021
The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-to-face to online teaching and learning. Studying online changes the learning experience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Material and methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-to-face. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.
View
... This produces personal dissatisfaction, inefficiency in achieving educational objectives, rebelliousness, and indiscipline. Alderman and Green [35] even allude to low-quality relationships between teachers and students as the source of these behavioural problems in the classroom. The teacher is primarily responsible for maintaining control during the class and for detecting and channelling the most common inappropriate behaviours. ...
Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education
Article
Full-text available
The objectives of this work were twofold: Firstly, to identify the profiles of disruptive behaviours and motivation in secondary school physical education students using cluster analysis; and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18 (M = 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours and low levels of disruptive behaviours. The results showed that the students with the high disruptive behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom behaviours were more bored in school, while those students with better behaviour perceived greater teaching competence.
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Classroom management: A case study of English teaching and learning in a secondary school in Nepal
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  • Sep 2022
This study investigates the implementation of classroom management at Kanya-CO Education Secondary School Nepal. The investigation covers six points to discuss: the management of the physical environment, learning, procedures and rules, discipline problems, relationships, also voice and body language. Each of these has some characteristics that are compared to those of the classroom observed.The research is categorized as qualitative in nature. It gains the data through video observation showing English teaching and learning process with approximately 40 students. The data are then analyzed based on the criteria aforementioned. Overall, the teacher has applied the postulates thoroughly. However, some weaknesses related to the management of the physical environment, learning, and relationships keep remaining. Accordingly, the paper also provides the suggestions to consider as the teaching and learning process improvement exertion.
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Student Misbehaviour and Teacher Coercion. A Comparative Study of Contextual Factors in Primary and Secondary Education Teachers
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This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This study forms part of the 2017 Coexistence Study in Aragón Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.
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Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit
Chapter
  • Dec 2020
Open Access: http://www.waxmann.com/buch4266 In der Adoleszenz nehmen Peers einen hohen Stellenwert im Leben von Jugendlichen ein. Dies zeigt sich durch höhere Motivation und geringeres Stresserleben während Peerinteraktionen gegenüber Einzelsettings sowie positiver Zusammenhänge zwischen der Wahrnehmung sozialer Eingebundenheit und dem emotionalen Erleben. Gleichzeitig nimmt das schulische emotionale Erleben ab. Aufgrund differenzieller normativer Bezugsgruppen in Schulen mit Grundansprüchen vs. erweiterten Ansprüchen, kann angenommen werden, dass Veränderungen im emotionalen Erleben von der Primar- auf die Sekundarstufe durch normative Merkmale in der Sekundarstufe erklärt werden können. Zur Überprüfung der Annahme wurden 120 Schülerinnen und Schüler am Ende der Primarstufe (t1) und der Sekundarstufe (t2) mittels experience sampling method und klassischer Fragebögen zu ihrem emotionalen Erleben und sozialen Interaktionen, der Bedeutsamkeit von Peers sowie der sozialen Eingebundenheit und wahrgenommener Klassenzielstrukturen befragt. Die Ergebnisse zeigen, dass der Schultyp die negative Veränderung des emotionalen Erlebens von t1 zu t2 nicht erklärt. Peerinteraktionen haben generell einen positiv aktivierenden und entspannenden Effekt auf das emotionale Erleben der Jugendlichen. Lernende an Schultypen mit erweiterten Ansprüchen sind verglichen mit ihren Peers an Schultypen mit Grundansprüchen in freizeitlichen Einzelsituationen stärker positiv aktiviert. Weder Klassenzielstrukturen, noch die Bedeutsamkeit von Peers oder die soziale Eingebundenheit tragen zur Erklärung von Unterschieden im emotionalen Erleben der Lernenden an beiden Schultypen bei.
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Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors
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This study examined the effects of effective command training with teachers on students' compliance rates and academic engagement. Three target students were selected who were exhibiting compliance rates substantially below peers. The students' teachers were taught how to provide effective commands. Results indicated that students' rates of compliance increased with increased use of effective commands. When verbal praise was added contingent on compliance, students' rates of compliance increased even more. In addition, academic engagement was shown to increase as student compliance increased and disruptive competing behaviors decreased. Implications for consultation and intervention in the classroom to increase student compliance and academic behaviors are discussed. Copyright 2005 by the National Association of School Psychologists, ISSN 0279-6015.
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The Teacher-Student Relationship As a Developmental Context for Children With Internalizing or Externalizing Behavior Problems
Article
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  • Mar 2008
Children with significant behavior problems are at risk for poor school adaptation and a host of deleterious school outcomes. Given the time children spend in school, there is a need to better understand the normative contexts and processes within schools that may enhance the positive adaptation of children with significant behavior problems. This study evaluated one such context, the teacher-student relationship, specifically, the degree of closeness and conflict in the relationship, between urban, American elementary schoolchildren with significant externalizing or internalizing behavior problems and their teachers. The results suggest that the qualities of the teacher-student relationship predict children's successful school adjustment. Having a relationship with a teacher characterized by warmth, trust, and low degrees of conflict was associated with positive school outcomes. Some moderation effects were noted, including differential effects for warmth on the reading achievement of children with externalizing distress, and conflict on the school adaptation of children with internalizing problems. Results are discussed in light of theory and school-based intervention and prevention efforts. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study
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  • Feb 2008
Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.
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The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities
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  • Apr 2007
In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed.
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Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-Teacher Relationships
Article
  • Jan 2004
To explore the significance of social integration in the educational system, this study examined whether student-teacher relationships predicted two important student behavioral outcomes (academic achievement and disciplinary problems); whether these within-school intragenerational relationships were predicted by the structural, compositional, and climate-related characteristics of schools; and how the behavioral and contextual correlates of student-teacher relationships varied by race-ethnicity. Our findings, based on nationally representative panel data, indicated that stronger intergenerational bonding in school was associated with higher academic achievement, especially for Hispanic American girls, and with a lower likelihood of disciplinary problems, especially for white girls. Moreover, these intragenerational bonds were stronger in schools with several characteristics (private sector, greater racial-ethnic matching between students and the student body, greater perceived safety, and lower socioeconomic status), although these associations also differed by race-ethnicity.
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Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD
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  • Mar 2000
The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and (b) the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD. Participants were a special education teacher and nine fifth-grade students in a self-contained classroom for students with EBD. Using an ABAB withdrawal design, the rate of the teacher's behavior-specific praise was increased to a criterion level during each intervention phase. Results indicate that the students' on-task behavior increased when the teacher's behavior-specific praise increased, and they decreased during the brief withdrawal phase. Implications for research and practice are discussed.
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Teachers' conflict management styles: The role of attachment styles and classroom management efficacy
Article
Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance, anxiety) were predicted to endorse use of positive classroom management strategies (e.g., integrating, compromising) more than insecure teachers and those low in CMEFF. Teachers (N=283) from eleven schools (seven elementary), largely female and white, responded to a questionnaire in their boxes (29.4% response rate). School and teacher demographic variables were included in a multivariate regression after preliminary analysis suggested that ignoring the multilevel structure of the data made little difference in results; school variances were small compared with teacher variances. CMEFF and years teaching had positive, significant effects on use of integrating and compromising strategies, while avoidance had negative effects on both and anxiety on integrating strategies. Implications for teacher development are discussed.
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Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
Article
  • Sep 2008
Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research.
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Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Article
  • Sep 2005
This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.
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Teaching responsible behavior: Developmental therapy-developmental teaching for troubled children and adolescents
  • Jan 2007
  • M Wood
  • C Quirk
  • F Swindle
Wood, M., Quirk, C., & Swindle, F. (2007). Teaching responsible behavior: Developmental therapy-developmental teaching for troubled children and adolescents (4th ed.) Austin, TX: Pro-Ed.