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Home > Reflective Teaching in Secondary Schools > 2. Creating conditions for learning > 6. Relationships > Further reading > Classroom relationships


  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]

Classroom relationships

The influence of classroom environments on teachers and children has been a research topic for many years. For a classic study on `socio-emotional climate’ and a description of how an adult’s leadership style can affect the behaviour of a group, see:

  • Withall, J. (1949) `The Development of a Technique for the Measurement of Social-Emotional Climate in Classrooms’, Journal of Experimental Education, No. 17, pp 347 – 361.

The ‘emotional side of teaching and learning’, the need to build and sustain warm relationships between teachers and learners and the `art' of maintaining relationships while teaching is described by:

  • Kristjánsson, K. (2010) The Self and its Emotions, Cambridge: Cambridge University Press.
  • Cooper, B. (2011) Empathy in Education: Engagement, Values and Achievement, London: Continuum.
  • Watson, D., Emery, C. J. and Bayliss, P. (2012) Children's Social and Emotional Wellbeing in Schools. Bristol: Policy Press.
  • Humphrey, N. (2013) Social and Emotional Learning: A Critical Appraisal, London: SAGE.

The influential work of Carl Rogers provides important insights on relationships for learning. He suggests that three basic qualities are required if a warm, `person centred' relationship is to be established acceptance, genuineness and empathy. Good relationships are, according to Rogers, founded on understanding and on `giving'. For an introduction to his work and an exploration of the ways in which good quality relationships can help to facilitate learning, see:

  • Rogers, C. (1969) Freedom to Learn, New York: Merrill.

For background information and a framework for understanding child protection issues, see:

  • Beckett, C. (2003) Child Protection: An Introduction, London: Sage.
  • Munro, E. (2002) Effective Child Protection, London: Sage.
  • Kay, J. (2002) Protecting Children: A Practical Guide, London: Continuum.

For fascinating studies in which collaborative learning methods were developed so that relationships became the basis for learning, see:

  • Biott, C. and Easen, P. (1994) Collaborative Learning in Staffrooms and Classrooms, London: David Fulton.
  • Salmon, P. and Claire, H. (1984) Classroom Collaboration, London: Routledge & Kegan Paul.

There is now a wealth of material about childhood identities and peer relationships in childhood and adolescence. For an overview of the nature and significance of children's peer relationships and an examination of the context of children's relationships, see:

  • Bukowski, W.M., Newcomb, A.F. and Hartup, W.W. (eds) (1996) The Company They Keep: Friendships in Childhood and Adolescence, Cambridge: Cambridge University Press.
  • Erwin, P. and Hinton, P. (1998) Friendships in Childhood and Adolescence, London: Routledge.

For a book which offers teachers a wide variety of possible strategies that should enable groups and individuals to have better relationships with each other, see:

  • Roffey, S., Tarrent, T. and Majors, K. (1994) Young Friends, Schools and Friendship, London: Cassell.

For a further discussion of peer relationships and the way in which they can support learning, see:

  • Cowie, H. and Wallace, P. (2000) Peer Support in Action: From By standing to Standing By, London: Paul Chapman.

For insights into the views of children who are disaffected or troubled in school, see:

  • Wise, S. (2000) Listen To Me: The Voices of Pupils with Emotional and Behaviour Difficulties, Bristol: Lucky Duck Pub Ltd.
  • Klein, R. (2003) We Want Our Say: Children As Active Participants In Their Education, Stoke on Trent: Trentham Books.
  • Danforth, S. and Smith, T. J. (2005) Engaging Troubled Students: A Constructivist Approach, California: Corwin Press.

For an introduction to educational therapy and a therapeutic perspective on children’s relationships with parents, siblings, teachers and peers, see:

  • Brannen, J., Heptinstall, E. and Bhopal, K. (2000) Connecting Children: Care and Family Life in Later Childhood, London: Routledge Falmer.
  • Barrett, M. and Trevitt, J. (1991) Attachment Behaviour and the School Child: An Introduction to Educational Therapy, London: Routledge.

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