By Philip Riley

How lecturers shape and preserve school room and staffroom relationships is important to the luck in their paintings. A instructor who's in a position to appropriately interpret the underlying dating techniques can discover ways to proactively, instead of reactively, impression the dynamics of any category. those are talents that may be taught. This valuable textual content explains how grownup attachment thought deals new how one can research expert educating relationships, lecture room administration and collegial concord: both very important info for faculty leaders, instructor mentors and proteges. Attachment idea and the Teacher-Student courting addresses 3 major gaps within the present literature on lecture room administration: the consequences of lecturers’ attachment type at the formation and upkeep of lecture room and staffroom relationships the significance of attachment procedures in scaffolding lecturers’ and scholars emotional responses to day-by-day academic initiatives the measure of impression those elements have on academics’ school room behaviour, fairly administration of scholar behaviour. according to fresh advancements in grownup attachment conception, this booklet highlights the most important points of teacher-student relationships that academics and instructor educators should still recognize. As such, it will likely be of serious curiosity to academic researchers, instructor educators, scholars and coaching lecturers.

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Extra resources for Attachment Theory and the Teacher-Student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders

Sample text

An important issue to keep in mind when examining school relationships from an attachment perspective is the length of time each member of the dyad spends in contact with each other. Typically teacher–student relationships in primary school last only for one year. Secondary students on the other hand are likely to interact with the same teachers over a number of years, but for much less time each week than they spent with their primary teachers. In both cases the duration of contact may not be long enough meet the strict criteria for an attachment relationship, which takes approximately three years to fully form in both childhood and adult form.

Potential characteristics of the dismissing teacher While not likely to be attracted to teaching in large numbers due to the forced proximity and interaction with a large number of people, the dismissing teacher may be the type of teacher who tends to “stay on the case” of certain students, always catching them behaving badly and always failing to catch them doing well or being socially proactive (R. Lewis, 2006). If the teacher were to catch the bad student doing good things this would increase her emotional dissonance and therefore challenge the inner working model.

They also gathered data relating to the experiences of romantic love and correlated it with the attachment profiles. They hypothesised that the internal working models formed in childhood would affect the quality of the romantic attachments in adult life. They reported three key findings. First, they discovered that the prevalence of adult attachment styles matched childhood prevalence, indicating that attachment style and inner working models, once formed, are robust and relatively stable. Second, they found that “the three kinds of adults differ predictably in the way they experience romantic love” (Hazan & Shaver, 1987, p.

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Attachment Theory and the Teacher-Student Relationship: A by Philip Riley
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