Classroom Relationships

• To identify the overt and tacit content of classroom rules, routines and understandings
• To consider school rules as an expression of school ethos
• To check that we are acting in ways which are regarded as being 'fair'
• To reflect on the range of coping strategies which children use in the classroom
• To reflect on the coping strategies we use when teaching

Relationships for Learning

• To gather information on how pupils feel abour curricular activities which they undertake in school
• To consider the idea of consistency from pupil's perspective
• To monitor and place in perspective our own feelings on classroom relationships
• To assess the degree and type of positive reinforcement given to children
• To develop the use of praise and encouragement

Enhancing Classroom Climate

• To 'measure' overall classroom environment at a particular point of time
• To consider the idea of 'emotional temperature' as applied to classroom climate
• To evaluate progress towards an inclusive classroom
• To consider the degree to which the classroom is structured and run so that each of the children can identify with class activities and feel secure in tackling new learning challenges

Notes on Further Reading

• Overview
• Classroom relationships
• Relationships for learning
• Teacher thinking and professional skills
• Enhancing classroom climate

Research Briefings

• Education, schooling and learning for life

Diagrams and figures

• Figure 6.1 A classification of types of teacher and pupil classroom action
• Figure 6.2 Parameters of pupil behaviour
• Figure 6.3 A positive cycle of teaching, learning and relationships
• Figure 6.4 A negative cycle of teaching, learning and relationships