Loading
Loading

Home > Reflective Teaching in Primary Schools > 2. Creating conditions for learning > 6. Relationships > Further reading > Overview


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Overview

The quality of classroom relationships is commonly regarded as being very important. Good classroom relationships facilitate learning, provide both teachers and children with a sense of self fulfilment, and, in addition, underpin the positive, purposefully disciplined working atmosphere which all teachers aim to create. In addition, good relationships reflect certain values and help to define a type of moral order for the classroom. In so doing, they model codes and principles of interaction, which have wider and longer-term significance and thus contribute to the social, ethical and moral education of children.

Representing the first report of a unique ethnographic study of individual pupils from the ages of four to eleven, the first book is a vivid and accessible introduction to an interpretive approach to classroom relationships. Drawing on case studies of individual children during their first three years of schooling it explores the ways in which an individual’s identity and approach to learning is greatly influenced by social factors such as family life, friendships with other children and relationships with teachers.

  • Pollard, A. (1985) The Social World of the Primary School, London: Cassell. (Reading 6.3)

For an understanding of how relationships in school influence children’s learning potential, see:

  • Pollard, A. with Filer, A. (1996) The Social World of Children’s Learning, London: Cassell.

A more general overview of research on classroom relationships is provided by:

  • Rogers, C. and Kutnick, P. (1990) The Social Psychology of the Primary School, London: Routledge.

Other closely related accounts can be found in:

  • Delamont, S. (1990) Interaction in the Classroom, London: Routledge.
  • Woods, P. (1983) Sociology and the School: An Interactionist Viewpoint, London: Routledge.

For a strongly theorised exploration of classroom relationships and social justice, see:

  • Gale, T. and Densmore, K. (2000) Just Schooling: Explorations in the Cultural Politics of Teaching, Buckingham: Open University Press.

On children’s social and emotional learning and wellbeing more generally:

  • van Poortvliet, M., Clarke, A. and Gross, J. (2021) Improving Social and Emotional Learning in Primary Schools (Guidance report). London: Education Endowment Foundation
  • Hurry, J., Bonell, C., Carroll, C. and Deighton, J. (2021) The role of schools in the mental health of children & young people (Presidential Roundtable Report). BERA



More in this chapter