ORCID
https://orcid.org/0009-0000-8612-9048
Abstract
Building positive relationships with students is at the forefront of good teaching practices. While secondary teachers in the English language arts (ELA) classroom are increasingly overwhelmed with demands to improve literacy and test scores, positive relationships can help students feel supported in the classroom and more engaged in learning, which can help prevent them from demonstrating negative behaviors. Drawing on research on developing and valuing positive relationships in secondary classrooms, this article translates research into practice by examining how teachers can use discipline-specific strategies to foster supportive and positive relationships with students.
Included in
Curriculum and Instruction Commons, Secondary Education Commons, Secondary Education and Teaching Commons
