Capern, Trevor; Hammond, Lorraine

Abstract: The relationships between teachers and their students play a vital role in the creation of positive learning outcomes and environments for all learners, but particularly for those individuals with diverse needs. This study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students (GS) (N = 58) and with secondary students with Emotional/Behavioural Disorders (EBD) (N = 40) in Western Australia. Valued teachers' behaviours were identified through a mixed-methods approach that included surveys and student focus groups. The data indicated that GSs valued teacher behaviours that promoted cordial and friendly interactions between teachers and students to the extent that these behaviours supported and extended student learning. While the importance of academic support was foremost in the minds of GSs, students with EBD instead valued teacher behaviours that displayed warmth, understanding and patience. For EBD students, these behaviours are the precursors to teachers supporting them in their learning. Comparisons between the behaviours that were identified by gifted students and students with EBD revealed a set of core behaviours that were deemed essential for developing positive relationships with both groups, but that each group required specified a set of behaviours to address their unique needs.

总结：教师和学生之间的关系，在学习者发挥创造积极的学习成果和环境中有重要作用，特别是针对那些个体多样化的需求。本研究旨在探讨在西澳大利亚促成资优中学生的师生关系，教师的行为，并与中学生情绪行为。重视教师的行为，促进了教师和学生之间的亲切友好互动的范围。

来源：Australian Journal of Teacher Education, v39 n4 Article 3 Apr 2014. 23 pp