Positive teacher-pupils relationships are an important factor in classroom management, pupil achievement, positive relationships, motivation and social inclusion in school. For an examination of relationships within and outside school, see:
Vitto, J. M. (2003) Relationship-Driven Classroom Management: Strategies That Promote Student Motivation, London: Sage Publications Ltd.
Miller, A. (2003) Teachers, Parents and Classroom Behaviour: A Psychosocial Approach, Berkshire: Open University Press.
Ross, D. M. (1996) Childhood Bullying and Teasing: What School Personnel, Other Professionals and Parents Can Do, San Francisco: University of California.
The last book focuses specifically on how professionals and parents can work with children to increase the quality of relationships in school.
For a comprehensive and very practical guide which explores the relationship between effective teaching, behaviour management and colleague support, see:
Rogers, B. (2003) Effective Supply Teaching: Behaviour Management, Classroom Discipline and Colleague Support, London: Paul Chapman Publishing.
Rogers, B. (2015) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support, London: SAGE
There are now a huge number of books which offer practical advice on managing classroom behaviour. A selection of these which have stood the test of time include:
Holleran, G. and Gilbert, I. (2015) A Teacher’s Companion to Essential Motivation in the Classroom. London: Routledge.
Allen, V. (2014) Understanding and Supporting Behaviour through Emotional Intelligence. A Critical Guide for Secondary Teachers. St Albans: Critical Publishing.
Rogers, B. (2011) You Know the Fair Rule: Strategies for positive and effective behaviour management and discipline in schools. 3rd Edition. Pearson Education.
Watkins, C. (2011) Managing Classroom Behaviour. London: ATL (Reading 7.2)
