Developing positive relationships for teaching.

Teacher-student relationships have an effect on a student’s education and are seen as an important aspect of teaching regardless of the level of schooling (see also Queensland College of Teachers, 2006). Baker (2006) claims that students with behavioural problems may also have educational difficulties and do not generally have positive teacher-student relationships, while a study undertaken in over twenty schools in Australia demonstrated

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the importance of student- teacher relationships in the development and maintenance of student well being (Murray-Harvey & Slee, 2007). It is well supported that teachers play a fundamental role in students connecting with school, motivation to accomplish, propensity towards lifelong learning and academic achievement (Crosnoe, Johnson, & Elder, 2004; Fredriksen & Rhodes, 2004; Pendergast et al., 2005). Considering the development for early adolescents is profound and their search for self identity is influenced by the relationships with others, peer and teacher relationships can become pivotal to their development (Andrews, 2005; Bahr, 2007c; Jackson & Davis, 2000). In particular, the relationship with their teacher may be high stakes for students’ learning and achievement of outcomes (Raider-Roth, 2005). Murray and Malmgren (2005) demonstrated through an intervention program designed to improve early adolescent relationships with teachers that this intervention group gained higher grade point averages as a result of their teacher- student relationships. Teachers can facilitate these relationships by making conscious efforts to understand students and allow students to have a voice in the classroom (Rogers et al., 2007). Teachers can clearly convey their expectations, demonstrate they care, and have empathy and interest in their students’ successes and achievements (Andrews, 2005). Indeed, as indicated in Section 2.6.1, a positive teacher-student relationship will promote an affirming classroom environment that is conducive to student engagement.

It is advocated that teaching in teams can enhance teacher-student relationships and relationships between teachers (Main, 2010; Wormelli, 2000). Teaching involves problem solving and making decisions about students’ learning on a regular basis. Teachers who work in teams share ideas and make decisions about curriculum, instructional approaches, management strategies, grouping, scheduling and assessment (Pate, 1997). Teaching teams

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can create a shared vision that is advocated to provide consistency and clear expectations for middle school students (Main, 2010). Furthermore, by working in teams there is evidence to suggest that teachers benefit through professional development, greater diversity in teaching, increase in teaching satisfaction and improved knowledge about teaching middle years students (Pounder, 1999). Greater motivation and knowledge on behalf of teachers will ensure greater support of student learning and consistency in programs that support early adolescent engagement. For example, working in teams can promote the development of transition programs that can assist middle school students to successfully make the transition between primary and secondary settings.

The transition between middle school and high school is a time when the disengagement and dropout rate exceeds any other period of schooling (Smith, 2006). Although Akos (2005, p. 380) states there is limited “outcome research” that investigates the transition to high school, there is evidence to suggest that this period equates to declines in academic achievement and motivation as well as an increase in behaviour problems

(Alspaugh,1998a, 1998b; Graber & Brooks-Gunn, 1996; Isakson & Jarvis, 1999). Henson (2005) indicates that although transitions do not affect every early adolescent, when it is difficult, “perceptions of self worth and increases in their feelings of anonymity and other psychological symptoms such as anxiety” can occur (p. 378). As a result, the promotion of a seamless transition from primary to secondary school is identified as a significant middle schooling practice in Australia and in the United States (Akos, 2005; Carrington, et al., 2001; Carrington, 2004; Chadbourne, 2001; Education Queensland, 2004; Hill & Russell, 1999; Masters, 2009; Pendergast & Bahr, 2010).

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Although there are Australian transition models created by secondary and their associated (or feeder) primary schools, there is a need for the development of relationships within the school and wider community to support the transition process. As noted above, the

development of teaching teams can be beneficial. In particular, teaching teams can assist the transition process by supporting and constructing orientation programs to familiarise students with their new surroundings and, to map, document, communicate and share information about the diverse learning and social needs and interests of the students (Akos, 2005; Andrews, 2005). A positive transition program, whether it is between year levels or between primary and secondary, is facilitated by the development of relationships with parents and carers that will ensure the transition process is consistently supported and understood at home and within the school context (Akos, 2005; Falbo, Lein, & Amador, 2001; Fenzel, 2005).

The involvement of parents and carers not only supports transition programs but has positive outcomes for students in the middle years of schooling (Epstein et al., 2002). NMSA (2000) claims that families should be actively involved in their child’s education and reports that students perform better academically and have more manageable

classroom behaviour. Furthermore, parents and carers are more supportive of schools when they have greater involvement and feel they are part of the school community (NMSA, 2000). Epstein et al. (2002) advocate that to develop relationships with parents and carers schools need to: ensure there is a shared understanding of the needs of early adolescents; communicate on a regular basis using a variety of approaches; encourage parent / carer volunteering in the school; coordinate school work with homework; encourage

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community in a range of activities that support early adolescents. Through these six types of involvement Epstein et al (2002) claim that middle years students will be better

supported and perform better at school. Hence, it is necessary that middle schooling teacher graduates acquire the knowledge about these strategies to assist them to develop relationships with students, parents, carers and within school communities.