Rules without Relationships Lead to Rebellion: Secondary Teachers and School Belonging

Autor/in	Booker, Keonya
Titel	Rules without Relationships Lead to Rebellion: Secondary Teachers and School Belonging
Quelle	In: School Community Journal, 31 (2021) 1, S.65-84 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Secondary School Teachers; High School Teachers; Teacher Student Relationship; Classroom Environment; Caring; Behavior Modification; Classroom Techniques; Barriers; Standards; High School Students; Teacher Behavior; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Care; Pflege; Sorge; Betreuung; Behaviour modification; Verhaltensänderung; Klassenführung; Standard; Student; Students; Schüler; Schülerin; Studentin; Teacher behaviour; Lehrerverhalten
Abstract	School belonging encompasses many complex psychosocial and interpersonal components in the classroom. Teacher-student relationships are the cornerstone of school belonging and can predict student success in the secondary grades. In this qualitative study, interviews with nine high school teachers provided insight into how they viewed their role in creating a sense of classroom community and making sustained connections with their students. Findings indicated that teachers who demonstrated high levels of caring and were consistent in their approach to behavior management reported a stronger bond in the classroom. Teachers also reported challenges to establishing belongingness, the implications of which are discussed. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01