Teacher-Student Relationships and Students with Emotional Disturbance and Externalizing Behaviors, an Instrumental Case Study

Semantic Mapping as a Communication Tool in Classrooms for the Seriously Emotionally Handicapped

Behavioral Disorders ◽

10.1177/019874298901400403 ◽

1989 ◽

Vol 14 (4) ◽

pp. 226-235 ◽

Cited By ~ 2

Author(s):

Kathleen M. McCoy ◽

John W. Maag ◽

S. Rucker

Keyword(s):

Special Education ◽

Special Education Teachers ◽

Student Interaction ◽

Semantic Mapping ◽

Communication Tool ◽

Student Relationships ◽

Teacher Student Relationships ◽

Emotionally Handicapped ◽

Teacher Student

Special education teachers working with seriously emotionally handicapped adolescents often are faced with the task of dealing with a student's thoughts and feelings in response to a crisis situation. This situation requires that positive teacher-student relationships have been established. The purpose of this article is to describe how the technique of semantic mapping can be used to (a) help seriously emotionally handicapped adolescents organize and disclose their thoughts and feelings in stress-engendering situations; (b) structure teacher-student interaction by providing a format; and (c) enable the teacher to collect specific notes for later consultation with staff. A case study is presented illustrating this procedure and implications for further use of this technique to facilitate teacher-student communication are discussed.

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“You’re Not Going to Get It Right Every Time”: Teachers’ Perspectives on Giving Voice to Students in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0142 ◽

2021 ◽

Vol 40 (1) ◽

pp. 166-174 ◽

Cited By ~ 2

Author(s):

Donal Howley ◽

Mary O’Sullivan

Keyword(s):

Physical Education ◽

Comparative Case Study ◽

High Stakes ◽

Student Relationships ◽

Teacher Student Relationships ◽

Teacher Control ◽

Teacher Student ◽

Challenges And Opportunities ◽

Teachers Perspectives

This paper explored physical education (PE) teachers’ perspectives of giving voice to students to understand how the practice is enacted in lessons at a time of curricular reform. A qualitative comparative case study followed three teachers in a triad of Irish secondary schools, eliciting their experiences of giving voice to students using focus groups, interviews, and a reflection journal. Data were gathered and coded to identify emergent themes. The practices challenged included instruction, teacher control, and teacher–student relationships. The teachers demonstrated the capacity to activate students’ voices and respond, changing the way they perceived and facilitated the practice in PE. Worryingly, teachers made no connection between student voice and learning and assessment in PE and were not forthcoming implementing the practice in high-stakes examination scenarios. Research recognizing and appreciating the challenges and opportunities PE teachers face in attempting to acquire the spirit to do such work espousing reform is important to the field and our students.

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Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships

Journal of Transformative Education ◽

10.1177/1541344620940811 ◽

2020 ◽

Vol 19 (1) ◽

pp. 50-67

Author(s):

Brian Kelleher Sohn

Keyword(s):

Transformative Learning ◽

Classroom Environment ◽

Phenomenological Approach ◽

Student Experiences ◽

Emotional Engagement ◽

Student Relationships ◽

Teacher Student Relationships ◽

Teacher Student ◽

Phenomenological Case Study

This article, developed from a phenomenological case study of a graduate seminar, presents the development of student–student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL —not to diminish teacher–student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being “all together” in a collegial and supportive classroom environment and how their relationships developed over time. Superficial comparisons between students, as the course progressed, gave way to intimate explorations of content and changes in disposition. Interpretation of the findings is guided by existential phenomenology and TL theory. Implications for instructors include adapting a phenomenological approach to teaching that brings students together through emotional engagement.

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An Intervention to Promote Positive Teacher–Student Relationships and Self-Determination Among Adolescents With Emotional Disturbance

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143416683936 ◽

2016 ◽

Vol 40 (3) ◽

pp. 186-191 ◽

Cited By ~ 4

Author(s):

John Lind ◽

Marcus Poppen ◽

Christopher Murray

Keyword(s):

Students With Disabilities ◽

Emotional Disturbance ◽

Goal Setting ◽

Self Determination ◽

Educational Context ◽

Student Relationships ◽

Teacher Student Relationships ◽

Teacher Student ◽

High Incidence ◽

High Incidence Disabilities

Positive teacher–student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher–student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher–student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher–student relationships and self-determination.

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