The importance of mutual respect and rapport between teacher and pupils cannot be over-estimated. In their consideration of ‘good teachers’ Ofsted regularly make refer-ence to the importance of teachers commanding the respect of their pupils, not only by their ability to teach well, but also by the respect they show for pupils, and their genuine interest and curiosity about what pupils say, leading to a two-way passage of liking and respect in which pupils can fl ourish (e.g. Ofsted, 2007).
In our consideration of the teacher’s authority, it was noted that such authority derives from four main sources: status, teaching competence, exercising control over the classroom, and exercising control over discipline. The skill of the teacher in each of these four areas will of itself help earn the pupils’ respect, or, if inadequate, contribute to undermining such respect. Studies of pupils’ views of teachers and teaching (e.g.
Cullingford, 2003; Haydn, 2007; Pollard et al., 2000; Rudduck and McIntyre, 2007) show that pupils have clear ideas about the teacher’s role and the demands and expec-tations they have of a teacher who is fulfi lling that role effectively.
For example, a study by Rudduck and McInytyre (2007) of pupils’ views of teachers, teaching and teacher–pupil relationships grouped pupils’ views of good teachers in terms of four central assertions:
RELATIONSHIPSWITHPUPILS 109 Good teachers are human, accessible, reliable and consistent.
Ɂ
Good teachers are respectful of pupils and sensitive to their diffi culties.
Ɂ
Good teachers are positive and enthusiastic.
Ɂ
Good teachers are professionally skilled.
Ɂ
In their analysis of teacher–pupil relationships, Rudduck and McIntyre noted that as well as recognising the importance of ‘mutual respect’, pupils also recognised the importance of ‘mutual trust’.
Much pupil misbehaviour is often simply a reaction to ineffective teaching or to behav-iour by the teacher that is felt to be unfair, which serves to undermine their respect for the teacher. However, teachers who are reported to be ‘fi rm but fair’ (can keep order without being too strict, are consistent, and have no favourites) and can teach well (can explain clearly, give help, are patient and friendly, and make lessons interest-ing), are generally well liked by pupils.
Effectively establishing one’s authority, therefore, can do much to earn respect from pupils. However, it is essential that the manner in which the teacher attempts to estab-lish such authority does not undermine the development of good rapport. Good rap-port between the teacher and pupils refers to their having a harmonious understanding of each other as individuals and is based on mutual respect and esteem. Behaviour by a teacher which indicates that he or she has little respect or esteem for pupils will inevitably undermine the development of good rapport.
The development of good rapport is based on three qualities in the teacher’s interac-tion with pupils:
The teacher shows genuine care for each pupil’s progress.
Ɂ
The teacher shows respect for pupils as learners.
Ɂ
The teacher shows respect for pupils as individuals.
Ɂ
Caring for pupils’ progress shows itself in a number of ways. First, in a concern to tailor the learning experiences as accurately as possible to meet the pupils’ needs and level of understanding. Second, by carefully monitoring pupils’ understanding and progress, identifying diffi culties, and giving additional help (either individually or to the class as a whole) in a constructive, helpful, supportive and patient manner. Third, by the care and attention given in preparing lessons and in marking work. Fourth, by dealing with a lack of progress in a concerned manner, which emphasises both a belief in the importance of the pupil doing better, and a belief that the pupil is capable of doing better. Fifth, by giving praise and valuing good work and achievements.
Respect for pupils as learners requires setting up learning experiences where the views and opinions of pupils can be heard, developed and elaborated, and where the pupils are given a large measure of control in shaping and carrying out learning activities. A more active role for pupils (often called ‘active learning’) not only makes sense in terms of effective learning, but is extremely important in fostering pupils’ self-esteem regard-ing themselves as learners and helpregard-ing them develop and practise those skills, both practical and intellectual, which are required in exercising control over a learning activity. Of course, this will inevitably result in time apparently being wasted as pupils begin to develop these skills and make mistakes or poor judgements. In addition, less is likely to be covered than would be the case where teacher control over the activity was tight and more didactic. However, the broad educational benefi ts of an active learning role for pupils make this well worthwhile.
Respect for pupils as learners lies at the heart of the hidden curriculum operating in the classroom. The interaction that takes place between teacher and pupils during the lesson communicates their respective perceptions of each other’s role. As well as the overt message of what is said, the way the teacher responds to pupils’ answers to ques-tions, whether pupils can initiate quesques-tions, and whether the teacher exerts unequivo-cal control over the learning experiences, all serve to indicate to pupils hidden mes-sages about knowledge (e.g. all knowledge resides in the teacher versus knowledge is gained by exploration of learning activities), about the pupil’s role as learner (e.g.
active and enquiring versus passive and receptive), and about the status of pupils’
knowledge, views and experience (e.g. pupils have knowledge, views and experience worthy of attention and consideration versus such knowledge needs to be tightly con-strained, directed, modifi ed and controlled by the teacher before it is of value). Such hidden messages have a fundamental infl uence on the classroom climate that develops, and this will be explored later in this chapter.
Of the three qualities being considered here, respect for pupils as individuals is perhaps the most important contributor to good rapport. Such respect involves an interest in pupils’ lives, both within school (outside the subject area of the teacher) and outside the school. In effect, the teacher needs to get to know the pupils as individuals. At the outset, this certainly involves learning their names as quickly as possible. Opportunities for social conversation at the beginning or end of lessons, in the corridor, during reg-istration periods, and through extra-curricular activities, enable the teacher to get to know pupils in a more personal context. Such remarks as ‘anyone go to the match on Saturday?’, ‘I enjoyed your performance in the school concert’, ‘Saw you in town last night’, are all indicators of good rapport. Such exchanges also need to be a two-way process, with the teacher as an equal, freely mentioning his or her own interests and activities relating to the exchange. Of course, pupils may take advantage of such per-sonal interaction to either ask deliberately embarrassing questions or to adopt a dis-respectful attitude towards the exchange. However, if the teacher’s authority is well established and secure, such exchanges serve to enhance and develop mutual respect and rapport rather than to undermine such authority.
A study by Pye (1988) gives evidence of how much pupils valued teachers who seemed to treat them as individual persons during lessons. What is interesting about such teachers is that almost all the pupils in the class come to feel that their individuality had been recognised, and that the teacher acknowledged each of them. It is not a case of the teacher having a selected few favourites who are treated in a special way.
At this point it is important to acknowledge that friendly relationships between teacher and pupils need to be treated with caution. The development of good rapport needs to be kept separate, to some extent, from the teacher’s role in effective teaching. When teaching, the teacher must continue to periodically exert control over classroom activi-ties and discipline in order to maintain an effective learning environment. This inevi-tably requires teachers to be able to quickly distance themselves when needing to exercise such authority. Certain conventions are employed by some teachers to facili-tate such distancing. The most widespread example of such a convention is that teach-ers must be addressed as ‘Sir’ or ‘Miss’ and not by the fi rst names.
In addition, teachers need to be sensitive to the strong affection for them that some pupils may develop. In the primary school, this may involve teachers being regarded as a parent and pupils may sometimes inadvertently call the teacher ‘Mum’ or ‘Dad’.
In the secondary school years, however, a particular problem may arise concerning sexual attraction and fantasies. For this reason, teachers need to be careful about using
RELATIONSHIPSWITHPUPILS 111 ambiguous cues signalling sexual intimacy, particularly touching in an affectionate manner. In general, especially during the adolescent years, unnecessary touching is best avoided, despite the fact that some teachers can develop excellent rapport based on a strong ‘parental’ relationship.
Teaching in inner-city schools serving areas of social disadvantage can be particularly demanding. A number of studies have looked at the qualities of effective teaching in schools containing a high proportion of potentially diffi cult pupils, and found that the most successful teachers were not authoritarian pedagogues, but rather were very skil-ful at developing good rapport with pupils. Such teachers often held pastoral care posts within the school. This overlap between the qualities involved in effective teaching and in pastoral care activities is an important one. Effective teachers are also often regarded by pupils as being approachable, which is a key quality of good pastoral care.
The role of pastoral care will be considered later in this chapter.