2014/10/17 by Simon Ellis, Janet Tod · 1 citation
Social Sciences · #Education Systems and Policy #Education and Critical Thinking Development #Teacher Education and Leadership Studies
paper · doi:10.4324/9781315753980-3
openalex publication_date 2014/10/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
This chapter focuses on the development and maintenance of particular types of relationships namely, relationships for learning that are considered relevant to learning and behaviour in the group setting of the classroom. It also applies the behaviour for learning conceptual framework to the challenge of promoting positive relationships for learning in the classroom. Peer-assisted learning strategies, including peer tutoring, have been cited as a &s;high impact low cost strategy&s;, with benefits for both tutee and tutor that typically equate to a GCSE grade. Teacher involvement in the building of positive relationships with pupils is of paramount importance given that the behavioural difficulties exhibited by some pupils can be attributed to factors outside the school context. All teachers are aware of the importance of classroom relationships and make decisions about what kind of relationships they want to establish in their classrooms.