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Research Teaching and Learning 2: Literature Review

Group topic: What strategies can teachers utilise for classroom management?
Sub topic: Is an effective strategy for addressing behavioural issues, building rapport
between students and teachers?

Literature review
Rapport in classrooms is characterised as mutually supportive connections between
teachers and students as defined by (Glazier, 2016). In relation to rapport, it is a skill that
attributes to factors of everyday life, both professionally and on a personal level.
Based specifically on a schooling setting, building rapport is understood as a recommended
skill which educators are encouraged to implement as effective strategy. Behavioural issues
in classrooms are solved in a friendly manner, where opinions are discussed with mutual
respect achieving a professional conversation. Establishing a supportive teacher student
relationship acts as a main factor in forming a sense of belonging in school, both improving
positive academic and behavioural outcomes (Mason, Hajovsky, McCune & Turek, 2017). In
promotion of the benefits, according to (Lasater, K. 2016) aspects such as trust and
communication require additional training. This suggestion is to further strengthen the
establishment of positive rapport in addressing classroom behavioural issues.

As mentioned throughout the introduction, classroom dynamics has the ability to shape
both teachers and students overall experiences. Teachers obtaining the holistic
understanding of content, along with gaining great knowledge of diverse leaning needs is
one of the main focal points in classroom positive engagement. Initially teachers have the
ability to learn about each student along with creating a safe learning environment for each
individual learner (Goodman-Scott E, 2018). Educators taking into consideration students’
academic, social/emotional and behaviour competencies will further aide in providing a
positive classroom setting (Mitchell, Hirn & Lewis, 2017). Supportive teacher-student
relationships are a crucial aspect in building and sustaining a sense of belonging to the
school. Ultimately, in return this will encourage positive academic and influence overall
behavioural management outcomes.

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There are a few strategies which are recommended in order to gain positive teacher-student
relationships with the application of a few techniques. These helpful recommendations
include, creating time to bond one on one, exercising gentle interventions, avoiding
punishments and personal interactions (Beaty-O’Ferrall, Green & Hanna, 2010). Essentially,
teachers are required to “know students and how they learn” according to (AITSL, Teacher
Standards. 2017). This approach includes taking a personal interest in students, setting
specific learning objectives and demonstrating encouraging behaviours. In doing so,
classroom teachers are able to understand that no two students are the same therefore,
providing effective management according to the individual’s needs. This allows the teacher
to investigate the root of why an individual student may be misbehaving in class. It is
difficult for a teacher to take into consideration all factors that may impact negatively on
behaviour such as issues from home life or conflicts with other peers (Poulou, 2014).
Understanding factors that can contribute to students misbehaviour will allow teachers to
have a greater sense of rapport in focusing on positive classroom management.

Elaborating on two separate rapport strategies, teachers creating time to bond and have
one on one conversations with students is classified helpful in managing classroom
behaviour. Effective communication between teachers and students is a great method in
building a bond and creating a sense of a caring relationship. Creating time to bond one on
one can occur before class as students enter or recess and lunch duty. Examples that a
teacher can use in improving attributes of rapport include, personal discussions and asking
questions like ‘how was your game Saturday?’. This creates opportunities to connect on a
personal level, and potentially allowing teachers to gain further knowledge on students
personal lives (Goodman-Scott, E. 2018). Similarly, building a connection with students can
also deepen teachers understanding on home life and social life of students. These are two
known factors that can negatively attribute to students misbehaviour in classrooms.
Recognising students behaviour and demonstrating care, active listening and showing
concern are effective rapport methods in tackling poor behavioural issues. However,
research shows that aspects like trust and communication from teachers require additional
training (Lasater, K. 2016).

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Further explanation on strategies involving exercising gentle interventions and avoiding

punishment in support of positive classroom rapport. As illustrated by (Hall, Hall. 2003) a
gentle intervention defuses a situation rather than a teacher responding with explosion
instantly. The aim is to help a student to retain a sense of dignity, where the situation can be
dealt with at a later stage. Teachers that take the time to create supportive environments by
being kind, friendly and implement gentle interventions have greater positive interpersonal
relationships. Avoiding punishment is a strong strategy in building a high level of rapport
between teacher and students. Punishment or discipline of a student due to classroom
behaviour has a strong negative impact towards future classroom dynamics (Hall, Hall.
2003). Qualitative research conducted by Hennegan (2018), supports these strategies but
explaining the benefits of being a gentle/supportive teacher. It supports these strategies by
highlighting the significants of building trust to overall minimise behavioural issues and
increase teacher-student relationships. Finding a healthy balance between discipline and
rapport and be a vital strategy in managing classroom issues.

According to Hennegan (2018), rapport influences student relationship with teachers as

there is an increase in student involvement, cognitive learning and student motivation. In
support, students who have experienced positive use of rapport from their classroom
teacher demonstrated an increase in motivation to learn (Frisby & Martin, 2010). These
highlight the satisfaction of student participation based on the application of rapport
strategies by classroom teachers. Hence improving classroom management issues, teachers
are encouraged to expand and strengthen their rapport skills. Many research findings
suggest the use of rapport, is considered as an important teacher quality in providing
enthusiasm for an engaging classroom (Keeley, Ismail & Buskist, 2016). By having rapport it
is vital that teachers find a way of developing relationships with individual students ranging
across the most motivated to the most challenging. This will build upon minimising
misbehaviour and disengagement in classrooms. In early training, pre-service teachers are
encouraged to build interpersonal skills with students during practicals, community
engagement and tutoring opportunities. This can be done to highlight the positive
effectiveness of rapport and provide pre-service teachers the ability to gain the skills.
Implementing rapport early as a pre-service teacher can aid in implementing a successful
and positive learning environment.

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To summaries the main ideas researched on the topic of rapport as an effective classroom
strategy, is seen helpful and highly underestimated. This insightful review looking upon the
positive effects of rapport in addressing classroom behavioural issues provides strategies
and benefits. These were assessed through studies that applied rapport as the main topic in
addressing misbehaviour in classroom settings. Overall, building rapport is an effective
strategy and is a recommended skill which educators are encouraged to implement.

Reference list

AITSL. (2017), Teacher Standards. Australian Institute for Teaching and School Leadership,
from https://www.aitsl.edu.au/teach/standards#!

Beaty-O’Ferrall, M., Green, A., & Hanna, F. (2010). Classroom Management Strategies for
Difficult Students: Promoting Change through Relationships. Middle School Journal, 41(4), 4-
11. doi: 10.1080/00940771.2010.11461726

Education: The Journal Of The Teacher Education Division Of The Council For Exceptional
Children, 40(2), 140-153. doi: 10.1177/0888406417700961

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Frisby, B., & Martin, M. (2010). Instructor–Student and Student–Student Rapport in the
Classroom. Communication Education, 59(2), 146-164. doi: 10.1080/03634520903564362

Glazier, R. (2016). Building Rapport to Improve Retention and Success in Online

Classes. Journal Of Political Science Education, 12(4), 437-456. doi:
10.1080/15512169.2016.1155994

Goodman-Scott, E. (2018). Enhancing Student Learning by “Building a Caring Climate”:

School Counselors’ Experiences With Classroom Management. Professional School
Counseling, 22(1), 2156759X1985261. doi: 10.1177/2156759x19852618

Hall, P. S., & Hall, N. D. (2003). Building Relationships with Challenging children. Educational
Leadership, 61(1), 60–63.

Hennegan, J. M. (2018). Building respect, rapport, and care in the classroom: Case studies of
upper elementary teachers and their students (Order No. 10791262). Available from
ProQuest Central; ProQuest Dissertations & Theses A&I; Social Science Premium Collection.
(2054405727).

Keeley, J., Ismail, E., & Buskist, W. (2016). Excellent Teachers’ Perspectives on Excellent
Teaching. Teaching Of Psychology, 43(3), 175-179. doi: 10.1177/0098628316649307

Lasater, K. (2016). School Leader Relationships: The Need for Explicit Training on Rapport,
Trust, and Communication. Journal of School Administration Research and
Development, 1(2), 19-26.

Mason, B. A., Hajovsky, D. B., McCune, L. A., & Turek, J. J. (2017). Conflict, closeness, and
academic skills: A longitudinal examination of the Teacher–Student relationship. School
Psychology Review, 46(2), 177-189.
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.17105/SPR-2017-0020.V46-2

Mitchell, B., Hirn, R., & Lewis, T. (2017). Enhancing Effective Classroom Management in
Schools: Structures for Changing Teacher Behavior. Teacher Education And Special
Poulou, M. (2014). The effects on students' emotional and behavioural difficulties of
teacher-student interactions, students' social skills and classroom context. British
Educational Research Journal, 40(6), 986-1004. doi: 10.1002/berj.3131

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Dear Potential Participant:

I am working on a project titled ‘Is an effective strategy for addressing behavioural issues, building
rapport between students and teachers?, ‘Researching Teaching and Learning 2,’ at Western Sydney
University. As part of the project, I am collecting information to help inform the design of a teacher
research proposal.

This topic is circling around many new research suggestions placing rapport in the centre as an effective
strategy in managing behavioural issues. As a result the main idea of this study is to compare this strategy
between pre-service teachers and full time proficient teachers. The knowledge shared by these two
groups of teachers will reflect on their specific encounters with classroom management. As a result I
would be expecting the participants to provide real life reliable responses. The mode of data collection
will be completed with two separate focus groups.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to provide my own credible and insightful information as to how the study of rapport
can be successful in tackling students behaviour in classrooms.
 I understand that my involvement is confidential, and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________
Name: __________________________________
Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________
Name: __________________________________
Date: __________________________________

Part B – Data Collection Protocol

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Focus group participant details

Purpose of focus group Gain insight on effectiveness of teacher-student rapport,
both from pre-service and proficient teachers.
Target group Secondary teachers, and pre-service teachers in university
and schools.
Participants in focus group Four pre-service teachers and four proficient teachers.
Facilitators Note taking assistant and myself.
Running sheet
Research Question - Is an effective strategy for addressing behavioural issues, building
rapport between students and teachers?
Welcoming statement –
Good morning/afternoon everyone, as we begin I would firstly like to extend my
appreciation for each of you participating. This study is regarding the effectiveness of
Rapport in classroom management in relation to teacher-student relationships.
Protocol awareness –
I would like to ensure each individual is familiar with the Western Sydney University
consent form. This requires each individual to read over the form and be aware of the
topic question, purpose of the study along with the ethical considerations.
Icebreaker activity –
Participants introduce themselves and provide a small description on their teaching
career thus far.
They are to partner up and ensure the recording devices are functioning correctly, by
asking each other some practice questions.
Rules and expectations –
1. Stay on topic throughout the entire study.
2. All answers will differ therefore respect their opinions.
3. This is based on your experience in classrooms.
4. Results will be respected under confidentially.
Focus group questions –
1. Based on the topic question do you agree or disagree with rapport being an
effective strategy addressing behavioural issues;
Is an effective strategy for addressing behavioural issues, building rapport between
students and teachers?
2. What are the successful and unsuccessful traits of rapport with teacher-student
relationships?
3. There are positive and negatively attributes of rapport, how can a teacher have an
effect on these?
4. How effective is motivation, trust and effective communication when building
rapport with students?
5. Consider teaching standards, how are pedagogical approaches impacted by
rapport with effective classroom management?
6. Can one on one conversations outside of the classroom for example lunch duty,
benefit with gaining rapport with individual students?
Part C – Data Collection Protocol Explanation

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As explained earlier, there will be two focus groups in order to complete this study. Focus
group one will consist of four Western Sydney University pre-service teachers, whom have
completed a professional experience practical at a secondary school. Focus group two will
contain four proficient secondary teachers with full time work load. In focus group one
there are two male and two female, in focus group two there also is two male and two
female participants. Across all eight of these participants there are four male and four
female, this was to strengthen the quality of responses (Krueger & Casey, 2014). This will
direct responses to be differentiated between both focus group and overall each
participant.

Pre-service teachers with the one professional practical experience were the first group
selected due to the having a slight exposure to a classroom environment. This however
would have been a great learning experience to these participants, as they were able to
draw upon their personal strategies in applying rapport in class. This essentially will allow
the pre-service participants to emphasis on their strengths and develop their skills in areas
of limitations. The questions that were addressed in the focus group would act as a recall of
experience thus, aiming to improve pre-service teacher interpersonal skills. As studies show
that pre-service teachers don’t focus enough on students during their first practical
experience (Ng, Nicholas & Williams, 2010). Pre-service teachers are more anxious with
their performance and the new environment more so than building connections and good
rapport with students.

The selection of proficient teacher was important in gaining a full-time perspective, of how
rapport is successful or unsuccessful in addressing student behavioural issues. Proficient
teacher spend most of their day in a classroom with students in year groups across year 7 to
year 12. The variety of student behaviour across all year groups is critical in addressing and
evaluating the use of rapport as a strategy addressing behavioural issues. Hence, having the
classroom knowledge of a proficient teacher along with their opinions was vital in this study.
It is understood through research that proficient teachers implement rapport as a common
strategy in maintaining a positive learning environment for all diverse learners (Kim, Jörg &
Klassen, 2019).

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The differing opinions from proficient teacher in comparison to pre-service teachers will call
for great perceptive on the topic. Prior to the focus group commencing, the justification of
collection protocol provides detail on the study along with the two chosen groups. A
detailed account on arrival of the full procedure was presented. This involved a welcoming
statement, protocol awareness, icebreaker activity, rules and expectations followed by the
focus questions. The entire procedure complied with the Western Sydney University
protocol therefore, ensuring all participants feel a part of a supportive safe environment.
The implementation of rules were explained collectively, to guarantee all participants
respect the environment and each other’s opinions. The commencement of the focus
questions referred directly to the topic, calling for a detailed open-ended question of all
participants. This placed the participants in the frame of mind to recall as best they could on
personal classroom experiences of rapport as an effective strategy.

Reference list –
Kim, L., Jörg, V., & Klassen, R. (2019). A Meta-Analysis of the Effects of Teacher
Personality on Teacher Effectiveness and Burnout. Educational Psychology
Review, 31(1), 163-195. doi: 10.1007/s10648-018-9458-2

Krueger, R., & Casey, Mary Anne. (2014). Focus groups : A practical guide for applied
research (5th ed.).

Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on pre-service
teachers' evolving beliefs about effective teaching. Teaching And Teacher Education, 26(2),
278-289. doi: 10.1016/j.tate.2009.03.010