Kelli Houston Do positive teacher-student relationships lead to higher academic achievement?

Running Header: TEACHER-STUDENT RELATIONSHIPS

Developing and Promoting Positive Teacher-Student Relationships at the Middle-School Level

Kelli Houston

St. Ambrose University EDAD 530

 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 2

Abstract

Promoting and developing positive relationships between teachers and students is a focus

in many schools. In order for schools to have a positive and caring school culture, students need

to feel connected to their teachers. Research has also shown that maintaining positive teacher-

student relationships can directly impact student achievement in a beneficial way. The middle

school teachers at All Saints Catholic School are constantly looking for ways to increase student

achievement and conducted a survey to examine areas that need to be strengthened. The student

surveys presented the notion that students do not feel their teachers know them on an individual

level. All Saints Catholic School began to question how teachers and students can become more

connected at the middle school level. Building relationships with students at the middle school

level can be a challenging task because there are more students to get to know and less time to

get to know the students. The research explores strategies that can be used to develop deeper

connections between teachers and students and how teachers can provide caring and

individualized learning environments. Developing a plan to promote positive teacher-student

relationships will increase the chances of students being successful and having a more optimistic

middle school experience.

 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 3

Chapter One

Statement of the Problem

The shift from elementary school to middle school is often a difficult and challenging

transition for students. Students usually will have to move to a new building and encounter a day

that is much different from what they are used to. Even if students dont move to a different

building, which is the case at All Saints Catholic School, they can still become overwhelmed

with all of the new classrooms, new teachers, and new experiences. Instead of being with one

teacher for the majority of the school day, students must now interact with six or more different

teachers. This means they need to adapt to six or more different teaching styles, learning

expectations, and personalities. During this transition period, from elementary grades to middles

school grades, student achievement can also take a dip. This has shown to be true at All Saints. In

the fourth and fifth grades, students will earn passing grades, however, once they enter sixth

grade their grade percentage falls, sometimes even to below passing. Since student success is the

number one priority, it is important to look at the middle school level to see what can be done to

help students and keep their achievement from decreasing.

A student survey over the Nine Characteristics of High-Performing Schools, developed

by Washington Public School District was administered to gain insight about the perception

middle school students had on their learning experience. After seventy-five sixth and seventh

graders completed the survey, the results we analyzed with the conclusion that the lowest rated

items were: My teachers know me on a personal basis, not just as a student in my class and

The adults in my school show respect for me. These items refer to teacher-student
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 4

relationships. To understand why students held these beliefs, the differences between elementary

school and middle school were considered. The biggest difference is the number of teachers and

the time spent with each teacher. Teachers only get to spend a limited amount of time with each

of their students, and this time is often rushed because of the need to fit in all of the instruction

and learning. It may be difficult to get to know a student outside of school when teachers have so

many students and not much free time to interact with them. Another problem that can arise with

having multiple teachers is having multiple expectations for students. A student may exhibit a

behavior that is acceptable with one teacher, but then may get in trouble if they display the same

behavior with another teacher.

Since All Saints is a kindergarten through eighth grade building, in theory students should

have less of a struggle during the transition from the elementary grades to the middle school

grades. The middle school teachers should look to see what can be done to ease this transition

and improve student success during middle school. To do this, the area students indicated is

lacking needs to be examined to see if positive teacher-student relationships lead to higher

academic achievement and what educators can do to build more positive teacher-student

relationships at the middle school level.

Assumptions

For the purpose of this study, the following assumptions were made:

1. Academic achievement includes class performance, engagement, and behavior.

2. A student-teacher relationship is only one of many factors influencing a students academic

achievement.
3. Building strong relationships is a quality that can be taught and/or strengthened.

Definition of Terms
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 5

Teacher-Student Relationship: The way in which a teacher and student behave toward one

another in an academic setting (Ellerbrock, Kiefer, & Alley, 2014, p. 2)

Academic Achievement: Performance outcomes that indicate the extent to which a person

has accomplished specific goals that were the focus of activities in instructional environments

(Retrieved from Oxfordbibliographies.com)

Dunn and Dunn Learning Style Model: Focuses on the way each individual begins to

concentrate, process, internalize, and retain new and difficult information consisting of five

strands of learning-style elements: environmental, emotional, sociological, physiological, and

psychological (Lauria, 2010, p. 25)

Literacy Centers: A physical area designated for specific learning purposes. It is designed

to provide appropriate materials to help students work independently or collaboratively to

meet literacy goals (Retrieved from http://www.readingrockets.org/article/literacy-centers)

Learner-Centered Instruction: Teachers share the power with their students by giving

them choices over certain things (Ellerbrock et al., 2014, p. 12)

Self-Awareness: The knowledge of ones own character, feelings, motives, and desires

(Retrieved from http://www.merriam-webster.com/dictionary/self-awareness)

Active Listening Skills: Being attentive to what someone else is saying with the goal of

understanding the views and feelings of the person

Restorative Practices: A social science that integrates developments from a variety of

fields in order to build healthy communities.

 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 6

Social-Emotional: The childs experience, expression, and management of emotions and

the ability to establish relationships with others.

Delimitations of the Study

1. Plans for this study were designed for All Saints Catholic School.

2. Additional factors can impact the relationship, such as students that traveled from

another school or came from another grade.

 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 7

Chapter Two

For schools these days, the stakes are higher than ever. Schools are expected to promote

and prove proficiency and mastery of skills for all students. Schools face the pressure of teaching

all children the same concepts at the same rate with a limited number of resources, regardless of

a childs background. In some cases, students are looked at as a test score instead of as an

individual. It is important for schools and teachers not to lose sight of what their overall goal is.

The goal is not to turn out certain test score numbers, but rather produce highly motivated life-

long learners that have the necessary skills to be a successful member of society. This is

especially important during the middle school years when students interact with many different

teachers, and teachers find it challenging to connect with all of their students. In order to do this,

teachers must start seeing students as individuals and not forget that building relationships is a

natural and beneficial occurrence among human beings. It should be natural for students to

develop relationships with their teachers even during the middle school years, and these types of

relationships should be promoted and encouraged. This chapter will examine the benefits of

positive teacher-student relationships, how schools can help to establish and encourage these

relationships, and what teachers can do to create positive student-teacher relationships through

their care and understanding of their students and the learning experiences they provide.

Benefits of Positive Teacher-Student Relationships

An extensive amount of research has been done to show that students benefit from having

a positive relationship with their teachers. Research has shown that when schools take the

appropriate steps to increase positive relationships between teachers and students, suspension
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 8

and disciplinary incident rates can significantly decrease (Ashley, 2015). When students enter the

middle-school years, they are more likely to experience a decline in academic motivation and

self-esteem (Beaty-OFerrall, Green, & Hanna, 2010, p. 4). Teachers who develop a

relationship-building approach to classroom management are more likely to help students

maintain motivation and have higher self-esteem (Beaty-OFerrall et al., 2010).

Students that have positive relationships with teachers tend to have a more optimistic

view of school. Research has shown that a student is more likely to put forth more effort, have a

more positive attitude, and behave better if he/she feels that his/her teacher is supportive and

cares about him/her (Huan, Quek, Yeo, Ang, & Chong, 2012). These students were more likely to

listen to their teacher better and work harder. Also in this study, it was found that the students

that had a positive experience with their teacher, tended to view school in general more

positively (Huan et al, 2012).

When examining teacher-student relationships, Portilla, Ballard, Adler, Boyce, and

Obradovic (2014) noted that a students academic performance is affected by the relationship

they develop with their teachers. Students with close relationships to their teachers are engaged

more, achieve higher academic performance, and acquire good work habits. These students

usually have higher achievement in reading and attend school more regularly. Students that have

positive teacher relationships have fewer discipline issues and are more likely to open up to their

teachers about problems outside of school (Portilla et al., 2014).

Positive teacher-student relationships can have an effect on students, both short-term and

long-term, at school and outside of school. Ellerbrock, Kiefer, and Alley (2014) present
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 9

information on how these school relationships greatly affect students lives. When students have

positive relationships with their teachers, they have a greater sense of belonging. They have a

sense of being accepted and valued. These students view school more positively and are less

likely to drop out. Students are more likely to trust adults and will look to them for support in

personal and academic needs. These students are more likely to care about what is right versus

what is wrong and are less likely to engage in risky behaviors. Through these positive teacher

relationships, students are learning how to interact in a healthy manner and are developing life

skills to use in many different contexts.

Administrations Role in Teacher-Student Relationships

It is important for a schools administration to know what a vital role they can play in

promoting positive relationships among teachers and students. Teachers may not have the

knowledge or skills on how to connect with students to build a relationship with them. It is

important for administration to acknowledge this and provide opportunities for staff to learn how

to do this. Dana M. Ashley (2015) suggests that schools provide professional development

workshops that teach how to identify, practice, and strengthen self-awareness, active listening

skills, and coping and crises-prevention skills through restorative practices and social-emotional

learning with behavior specialists. Establishing behavior support/climate teams in schools could

also be another tool for teachers to utilize when trying to strengthen relationships with students

(Ashley, 2015).

When promoting and maintaining positive teacher-student relationships, it is important

for it to be a whole-school effort, not just something a few teachers focus on. Schools should
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 10

develop a common language around behavior that is used consistently by both administrators and

teachers (Ashley, 2015). It is important that the principal and other school leaders attend the

training alongside the teaching staff. Their presence would demonstrate their performance and

support for the plan. Administrators also need to provide ongoing support to their teachers. The

on-going support could be various workshops held throughout the year. Behavioral specialists

could periodically visit classrooms or view classroom recordings to make sure teachers are using

the correct skills and to identify what further training needs to be done. Behavior leadership

teams could also be established to work on developing and implementing new practices (Ashley,

2015).

It is important for schools to look at the current discipline policies that are in place.

Schools should not be afraid to alter these policies if they prove to be ineffective. Principals

should support teachers with their relationship-building through reflection on their practices,

suggestions to improve instruction, and emphasis on a nurturing school culture (Anderson-Loy,

2015). Teachers opinion should be included in the decision-making process when appropriate.

Principals can let teachers have a say in professional development topics and school policies.

Principals should value and use teachers opinions about what needs to be done in order to

establish more meaningful relationships (Anderson-Loy, 2015).

At the middle-school level, because different groups of students travel in and out of their

classrooms throughout the day, it can be difficult for teachers to find the time to develop

meaningful relationships with their students. School leaders can help these teachers develop

relationships by providing more opportunities for teachers to interact with the same students
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 11

(Kiefer, Ellerbrock, & Alley, 2014). Cooper and Miness (2014), through their research, have

identified the following practices to help school leaders and teachers foster relationships:

advisory sessions, where a group of students meet with one teacher throughout the year;
looping, with students assigned to work with the same teacher over many years;
teaching teams, where one group of teachers share the same students and can collaborate about

those students;
smaller teaching loads to decrease the number of students teachers would need to develop

relationships with.

Caring and Understanding

Students need to know that their teachers genuinely care about them. One way this can be

accomplished is by truly getting at the heart of discipline issues. Anderson-Loy (2015) shared

how a colleague would meet with any student that disrupted class for fifteen minutes after

school. This teacher would provide an opportunity for the student to be heard and communicate

what the underlying issue might be. The teacher would also remind the student of his/her actions

and ask what was needed to be more successful in the classroom. This exchange would show the

student that the teacher wants to help the student grow and become a better person. This also

provided an opportunity for the teacher to get to know the student better and build a more caring

relationship.

It is also important for teachers to have some understanding of who their students are and

where they come from. Depending on the school, this could be a difficult task especially if the

student body is uniquely diverse, or if the teacher population does not mirror the student

population. Both of these situations are common in schools where building relationships are

critical to student success. Teachers should begin getting to know their students at the beginning
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 12

of the school year, and provide opportunities for students to show who they are. Once teachers

have a better sense of their students backgrounds and what is important to them, they can bring

those elements into their classroom. Teachers can also go out into the community and attend

events that are meaningful to their students, and schools can provide educational opportunities,

such as field trips, that their students might not otherwise get to experience (Anderson-Loy,

2015).

Teachers can also help build relationships by creating an overall caring classroom

environment. All students should feel comfortable sharing things and expressing themselves.

Student differences should be acknowledged and appreciated. Opportunities should be given for

students to reflect and grow as students. Anderson-Loy (2015) shared that a school she worked in

would participate in peace circles weekly. In these circles, students could focus on their issues

and listen to one another. Adults would facilitate these circles and gained a better understanding

of their students.

If students feel as though their teachers care about them, they will be motivated to

achieve more. Through various interviews with students, Cooper and Miness (2014) were able to

identify which teacher behaviors students perceived as conveying a caring attitude. Students got

a better sense that their teachers truly cared about them as an individual if they would directly

assist them individually during class time instead of always instructing from the front of the

room to the whole class. Students also felt that teachers genuinely cared for them when teachers

addressed them when they looked upset and asked them questions about their feelings.

According to the students interviewed, caring teachers communicated high expectations for all
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 13

students, provided encouraging and constructive feedback, and got to know students outside of

school (Cooper & Miness, 2014).

Effective Teaching Practices

When it comes to building relationships, it is not only important for teachers to get to

know their students personally, but to also understand how each student learns. One of the most

effective ways to build relationships in the classroom is through teaching methods and strategies.

A student is not going to feel connected to a teacher that always teaches the same way, does not

differentiate, and does not get to know the students learning style. Starting at the beginning of

the year, teachers should have students fill out questionnaires that will inform teachers on how

they might learn best. Lauria (2010) suggests asking questions centered on the Dunn and Dunn

Learning Style Model. These questions should focus on five areas.

1. Environmental elements that affect how a student learns, including questions over preferences

for sound, light, temperature, and seating design.

2. Emotional elements to get a better sense of a students motivation, persistence, and

responsibility.
3. Sociological elements focused on learning alone, in pairs, or in groups
4. Physiological elements focused on learning visually, kinesthetically, auditory, and/or tactual.
5. Psychological elements focused on how students process information (globally, analytically,

reflectively, or impulsively).

Once all of this information is gathered and analyzed at the beginning of the year,

teachers can use it in a beneficial way to develop a classroom that is student-centered and

differentiated. With this information, teachers will get to know their students better and can show

that they care about their students as individuals. A tighter connection between student and

teacher will be established. Teachers should also use this information to create an environment
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 14

that addresses the diverse learning styles of their students (Lauria, 2010). Areas with low light

and areas with high light can be created. Provide areas in the classroom where students can have

soft music or background noise, and have places with silencing headphones. Have informal

easting areas, and allow students to sit in the room where the temperature best suits them (Lauria,

2010). Students will learn best when they are comfortable. By allowing students to be

comfortable, teachers show that they care about them, resulting in the creation of a more positive

relationship.

Teachers at the middle school level may have a more difficult time learning how their

students learn best because they do not see them as often in a day, and teachers may find it

difficult to find and organize different learning experiences to fit all of the different learning

styles. Hodges and McTigue (2014) found that teachers at the middle-school levels could have

greater success at motivating student achievement by adapting effective instructional strategies

used in the earlier grades, such as literacy centers. Literacy centers build trust and respect,

expect students to self-monitor in order to meet high expectations, and allow freedom in student-

centered, engaging classrooms (Hodges & McTigue, 2014). Literacy centers provide different

learning experiences for students, show students that they are trusted to monitor their own

learning, and help grow the relationship between teacher and student.

Students need to feel motivated to learn. Another way to motivate students and help build

a positive relationship is by being selective in what you teach and how you teach it. Students

need to feel connected to what they are learning. If they feel what they are learning is important

and useful in the real-world, they are more likely to have a positive relationship with their

teacher. Teachers need to be sure to have learner-centered instruction as students need to be

 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 15

engaged in hands-on learning activities. Teachers need to teach in authentic and interactive ways

(Kiefer, Ellerbrock, & Alley, 2014).

Summary

A compelling amount of research confirms that positive teacher-student relationships lead

to higher academic achievement. Students that have positive relationships with their teachers are

more likely to perform better on assessments and obtain higher grades. In addition, students that

feel their teachers understand and care for them have less behavior referrals and are more

engaged during classroom instruction. Administrators and teachers are both responsible for

fostering these positive relationships that help build a desirable school climate and culture.

Administrators must provide opportunities for their staff to be educated on how to build positive

teacher-student relationships and continually monitor teachers to be sure the strategies are being

implemented properly. In addition to learning and implementing new strategies, teachers can

build positive relationships with their students by getting to know them, listening to their

concerns, and building a supportive and caring environment in their classrooms. By building

these positive relationships, students will be motivated to do well and their performance in

school will be impacted in a positive way.

Chapter Three

Overview of Proposed Plan

Based on the research presented in the previous chapter, promoting positive teacher-

student relationships at the middle school level at All Saints Catholic School could make a
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 16

positive impact on student academic achievement. Therefore, it is proposed that administrators

and staff work toward building more positive relationships with all of their students by getting to

know them, expressing their care and understanding, and differentiating instruction in their

classrooms. The proposed plan would initially include the following steps: administering a

survey to the teachers, students, and parents; analyzing the results to determine areas of focus;

develop professional development around focus areas; and use identified strategies in the

classroom and continue to monitor.

Members of Action Research Team

An action research team will need to be assembled in order to implement the proposed

plan. Since the middle school teachers will play a vital role in the proposed plan, it is important

that many are involved and that the responsibility is shared with the administrator. Since the

students continue to have the same specials teachers from kindergarten to eighth grade, they may

be able to provide some guidance on developing relationships with many students. It is also

significant to have a professional who understands how students are changing physically and

emotionally during this time in their life. This is why the proposed team would be made of the

principal, the counselor, one specials teacher (art, music, P.E., or Spanish), a middle school

science teacher, a middle school social studies teacher, a middle school language arts teacher, a

middle school math teacher, and a middle school religion teacher. A team including a variety of

subjects and grade levels will make sure everyone who will be directly impacted by this program

is involved and has a voice.

Activities to Support Plan

 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 17

Since positive teacher-student relationships can be viewed in different ways, it is

important to understand which areas should be the focus. Initially, the action research team

would meet to develop a survey that would be given to teachers, students, and parents. Each

survey would be different and appeal to the intended audience. The aim of each survey would be

to gather information on what makes an effective teacher-student relationship. This survey would

be implemented at the beginning of the school year. Students would take the survey during class

time, teachers would take the survey during a staff meeting, and surveys would be sent home

electronically and by mail to parents.

Once the surveys were administered and returned, the action research team would

analyze the results and determine what areas need the most attention. This analysis would drive

the professional development opportunities and strategies to be implemented. Once areas for

growth are determined, the team would seek professional development to learn new strategies

that could be used in the classroom to build better relationships.

The first step to take in professional development would be to use local resources to

provide information to the staff on how to communicate effectively with students of this age,

inform the staff on how students are changing emotionally and mentally, and teach skills on how

to listen actively and help students cope. The counselor would be able to provide much of this

information, as well as other education professionals from the AEA. This information would give

teachers a better understanding of their students, how they think, and what they might be going

through. Teachers would gain more awareness about how to communicate effectively with

students and help them with their specific concerns instead of dismissing them because of lack of

necessary skills.
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 18

Once teachers had this crucial background knowledge, the team could then work together

to come up with a consistent set of policies, procedures, and expectations. The team would use

the information they gathered from the teacher, student, and parent surveys, as well as the

information from the first professional development. The team would determine what

expectations must be followed by teachers and by students in each classroom. These expectations

need to be consistent, visible in each classroom, and followed by all teachers. The team would

also discuss the current policies and procedures regarding grading, discipline, and other factors

that affect student achievement. The team would need to discuss the policies, make sure each

member had the same interpretation of each policy, and determine if any changes needed to be

made. It would again need to be stated that each teacher needs to follow the policies and

procedures consistently.

In order to learn the appropriate strategies to use in the classroom on how to build

positive relationships with students, the team would engage in a book study for on-going

professional development. Each member of the team would receive the book Youve Gotta

Connect: Building Relationships that Lead to Engaged Students, Productive Classrooms, and

Higher Achievement by James Alan Sturtevant, purchased by the school. The team would read

portions of the book, engage in a discussion led by the principal, and implement the shared

strategies in their classroom. The team would also identify some instructional strategies all

teachers could implement in their classroom to promote positive relationships. These strategies

would include: questionnaires to get to know students, individual learning opportunities chosen

by the student based on their preferences, ways to create a comfortable and diverse physical
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 19

learning environment, and engaging, hands-on activities. Staff meetings would be used to share,

brainstorm, and research examples of these strategies.

Throughout the year, the team would continue their book study and share experiences

from their classrooms. Members of the team would also visit various classrooms to observe what

strategies are working and where more help might be needed. Teachers would reflect on their

own relationships with students. The team will continue to support all teachers by sharing

information on new strategies, modeling effective practices, and providing constructive

feedback.

Intended Outcomes and Proposed Assessment

Through implementation of the proposed program, administrators would hopefully see

teachers using the learned strategies to build better relationships with students. Administrators

could check for this by frequently monitoring classrooms and conducting evaluations. Peer

reviews could also be used as teachers implement new strategies. Constructive feedback can help

teachers strengthen certain skills and strategies. If administrators observe teachers using

strategies that were taught through the book study or through professional development, then

they would be assured that the teachers were able to practice what they learned. If administrators

did not see teachers using the strategies, then they would need to consider additional professional

development opportunities that may be more beneficial to the teachers. It is also important to get

feedback from the teachers on how the program is useful to them, what works well, and what

doesnt seem to be working to determine areas for improvement.

Another intended outcome of the program would be that students and parents notice a

growth in teacher-student relationships. In order to measure this, another survey would be given
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 20

to the students and parents. This survey would need to be specific to each class and teacher.

Students and parents would be asked questions on how they view the teacher, what strategies the

teacher used in their classroom, and how well they felt the teacher got to know them. This survey

would be given at the end of the year and would help determine future steps the teacher might

need to take or if this teacher could be a mentor to others.

Lastly, we would want to see if student academic achievement increased because of the

strategies that were implemented by the teachers. This could be assessed through the Iowa

Assessments, although this assessment is limited because it is only given once per year. Another

way would be for teachers to develop a formative assessment to be given to students at the end of

the year. If this assessment was used last year, the results of the two years could be compared

since one was administered before the new strategies and one was administered after

implementing the strategies. Other factors could be overall class grades; these could be checked

at certain checkpoints throughout the year. Discipline referrals could also be another indicator to

measure one factor of academic achievement.

The action research team would collect data throughout the school year for two

consecutive years. A pre-survey will be given at the beginning of each school year, along with

the same survey given as a post-survey at the end of each school year. The team would also

analyze standardized test scores, class grades, behavior referrals, and common formative

assessments. The team will summarize their findings each year and present to the faculty. These

results will determine what additional professional development is needed for the upcoming

school years.
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 21

Chapter Four

The research around methods to encourage and develop positive teacher-student

relationships at the middle school level and its potential to increase student achievement is

captivating to administrators and teachers. With a decrease in student achievement during the

middle school years, the development and implementation of strategies to improve relationships

might be just what All Saints needs to continue a steady line of student growth throughout the

years. Learning about the positive impact strong teacher-student relationships can have on

student performance and implementing strategies to develop deeper connections with students

and get to know them as individuals is a combination that will help teachers strengthen the

climate and culture of their classes and directly impact student learning. By implementing the

action steps laid out in the previous chapter, All Saints will see positive results in areas of student

attendance, test scores, course grades, and discipline reports. However, some adjustments may

need to be made to allow for maximum growth from students and teachers.

Adjustments

As All Saints begins to implement strategies to build and strengthen positive teacher-

student relationships, some adjustments might need to be made. Teachers and administrators will

need to continue to have professional development on strategies that can be used to strengthen

these relationships. Once strategies are presented and implemented in the classroom over an

extended period of time, teachers and administrators will need to measure and decide if the

strategies are beneficial. If not, then new strategies will need to be presented and put to use in the

classroom.
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 22

As with many plans, some teachers may be able to implement the plan strongly and

confidently, while other teachers may need additional preparation or coaching. Some teachers

may not see the importance of building relationships with students and may need to be exposed

to further research and/or examples to build a stronger belief system in the plan. These teachers

will need additional administrator support and would benefit from observing the strategies being

used in a classroom.

Another adjustment that teachers may find they need to make is in their daily lesson plans

and classroom management techniques. It will be highly important for all teachers to have a

common set of expectations and policies. Teachers may have to adjust how they manage their

students in their classroom in order to comply with this regulated set. Since developing

relationships is centered on getting to know the student as an individual, teachers may need to

incorporate more differentiation into their lesson plans and allow for student preferences.

Implications

If the strategies set forth in the action plan are implemented in the middles school

classrooms at All Saints Catholic School, teachers will see an increase in student

achievement.
If the strategies are implemented correctly and teachers work toward developing and

strengthening their relationships with their students, then the climate and culture at All

Saints will become more positive and benefit all of the students and teachers.
All Saints will likely see an improvement in behavior overall and a decrease in

detentions.
If there is an increase in student performance in the classroom, then there will likely be

an increase in overall standardized test scores among students at the middle school level.
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 23

A higher performance on standardized test scores will benefit the school and could lead to

an increase in enrollment.
If students have a more positive outlook on school because of the relationships they

developed with their teachers at the middle school level, then their chance of having

continued success during high school will increase.

Possible Future Research

Further research and professional development will be needed for new teachers that enter

the middle school at All Saints. New teachers will need to be exposed to the importance

of developing strong relationships with students and will need to learn the necessary

strategies and how to implement them. This could be addressed through a strong

mentoring program.
Teachers may need to look into ways to increase academic rigor in their lessons. One of

the strategies to build strong relationships is to keep the students actively engaged in their

learning and challenge them. Teachers may need to research methods to keep students

engaged and challenged in the content and skills they are teaching. Teachers will have

better control over the students in their classroom and will be able to conduct more

hands-on activities.
Teachers and administrators will need to continue to learn about how an adolescent learns

and how their mind grows. By learning more about the learning abilities of an adolescent,

teachers can adjust their expectations and policies if needed. This will also help teachers

connect with students better and continue to get to know them on their level.
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 24

References

Anderson-Loy, L. (2015-2016). Why teaching is not an exact science. American Educator,

[Winter], 23-28. Retrieved from

http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=2&sid=50a7483c-5d72-

4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Ashley, D. M. (2015-2016). Its about relationships: Creating positive school climates.

American Educator, [Winter], 13-16. Retrieved from

http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&sid=50a7483c-5d72-

4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Beaty-OFerrall, M. E., Green, A., & Hanna, F. (2010). Classroom management strategies for

difficult students: Promoting change through relationships. Middle School Journal,

41(4), 4-11. Retrieved from

http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=50a7483c-5d72-

4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Cooper, K. S., & Miness, A. (2014). The co-creation of caring student-teacher relationships:

Does teacher understanding matter? The High School Journal, 97(4), 264-290. Retrieved

from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=5&sid=50a7483c-

5d72-4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Ellerbrock, C., Kiefer, S. M. & Alley, K. M. (2014). School-based interpersonal relationships:

Setting the foundation for young adolescents belonging in middle school. Middle
 Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 25

Grades Research Journal, 9(2), 1-17. Retrieved from

http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&sid=50a7483c-5d72-

4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Hodges, T. S., & Mctigue, E. M. (2014). Renovating literacy centers for middle grades:

Differentiating, reteaching, and motivating. The Clearing House: A Journal of

Educational Strategies, Issues and Ideas, 87(4), 155-160. Retrieved from

http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=50a7483c-5d72-

4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Huan, V. S., Quek, G., Yeo, L., Ang, R. P., & Chong, W. (2012). How teacher-student

relationship influenced student attitude towards teachers and school. The Asia-Pacific

Education Researcher, 21(1), 151-159. Retrieved from

http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&sid=50a7483c-5d72-

4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Kiefer, S. M., Ellerbrock, C., & Alley, K. (2014). The role of responsive teacher practices in

supporting academic motivation at the middle level. RMLE Online, 38(1), 1-16.

EBSCOHost.

Lauria, J. (2010). Differentiation through learning-style responsive strategies. Kappa Delta Pi

Record, 47(1), 24-29. Retrieved from

http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=10&sid=50a7483c-5d72-

4922-a36e-9826ec3e2cad%40sessionmgr107&hid=125

Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradovi, J. (2014). An integrative

view of school functioning: Transactions between self-regulation, school

engagement, and teacher-child relationship quality. Child Development,

Kelli Houston Do positive teacher-student relationships lead to higher academic achievement? 26

85(5), 1915-1931. doi:10.1111/cdev.12259