This insightful book shows how prioritising loving relationships in the primary school between practitioners and children helps secure children’s emotional well-being, improves behaviour and leads to more successful learning. It identifies the fundamental values that underpin effective learning encounters and provides the practical tools and language to realise deep connections with children. Combining theory with personal experience the authors present relationship-based practice as a robust and credible pedagogic approach to teaching and learning. The book offers unique features such as ‘Shared language’ to support and promote a rich, meaningful dialogue and ‘The lens of the authors’ offers practical and realistic contexts to help teachers apply theory and ideas from personal experience. Giving educators the confidence to teach with the relational qualities of love, trust, respect, and empathy, this is essential reading for all teachers wanting to develop authentic relationships with the children they care for.

It is now widely recognized that learners are more successful when they are active participants in the learning relationship. This book offers a general introduction to primary education and child development, using the learning relationship between teachers and children as its focus. Divided into two parts, the first looks at the child's contribution to the learning relationship, and the second examines that of the teacher.

One of the most important factors in pupils' success in school are the relationships developed with teachers and other children. Not only are these relationships important in their own right, but they have considerable bearing on pupil motivation, achievement, and on their perceptions of themselves as learners. Social and Learning Relationships in Primary Schools is based upon, but not confined by, recent research projects focused on a range of relationships that exist within English primary schools. This text provides substantial evidence and rich insights into the development and ongoing influences on these social and learning relationships, relating to both the academic and affective outcomes of pupils. The book is presented in four parts: i) social interaction and the curriculum; ii) classroom relationships and the impact on learning; iii) professional identity and professional development; and iv) individual differences and inclusion. Through these sections, the authors identify important features of primary schooling including, for example, delivery of the core subjects, learning environment, role of student teachers in schools, classroom technology, and the transition between phases of education. They examine a number of social psychological influences on these relationships in terms of career phase, professional identity, adult-child and peer relationships, and self-efficacy and provide powerful evidence of the complexities of primary school life. Drawing together the perspectives of a number of authors, all of whom have served as practising teachers as well as gaining a wealth of experience in the higher education sector, Social and Learning Relationships in Primary Schools offers a detailed and holistic understanding of the influences that shape learning, policy and practice in this context.

Relationships are at the heart of our lives; at home with our families, with our friends, in schools and colleges, with colleagues at the workplace and in our diverse communities. The quality of these relationships determines our individual well-being, how well we learn, develop and function, our sense of connectedness with others and the health so society. This unique volume brings together authorities from across the world to write about how relationships might be enhanced in all these different areas of our lives. It also explores how to address the challenges involved in establishing and maintaining positive relationships. This evidence-based book, primarily grounded in the science of positive psychology, is valuable for academics, especially psychologists and professionals, working in the field of well-being.

This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.

This book enables and supports teachers to deliver the content of the new statutory guidance for relationships education in primary schools, operational from 2020. It is case study rich and provides clear and practical advice for teaching the topics of the new framework, including addressing controversial and critical issues such as parental right to withdraw and how to tackle relationships education in faith schools. There is an emphasis throughout on inclusion and pupil well-being and on the importance of partnerships with parents.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. Dominic Wyse, with Andrew Pollard, have worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. This book uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues, such as relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.