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ERIC Number: EJ934794
Record Type: Journal
Publication Date: 2011-Sep
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1053-4512
Social Powers and Effective Classroom Management: Enhancing Teacher-Student Relationships
Alderman, Gary L.; Green, Susan K.
Intervention in School and Clinic, v47 n1 p39-44 Sep 2011
As many educators can attest, the quality of teacher-student relationships often has enormous impact on student success at every level. When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected. Students have also shown improvement in their social interactions, higher degrees of social competence, an enhanced sense of well-being, improved academic achievement, and reductions in school failure. Especially pertinent to students with learning and behavioral disabilities, these findings suggest that the traditional focus on instruction, transferring knowledge, and developing student skills must be coupled with an examination of nonacademic factors such as interpersonal relations and the social side of schooling. Clearly, teachers of students with learning and behavioral disabilities need to be aware of the variables that enhance teacher-student relationships. This article presents strategies developed by practicing teachers to illustrate the usefulness of one model for enhancing teacher-student relationships, the "social powers" model, which distinguishes four types of social power that can be used by teachers to influence students to excel both academically and behaviorally: (1) coercion; (2) manipulation; (3) expertness; and (4) likability.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A