An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands

Abstract

Introduction This chapter reports on results of research from 25-year program of studies investigating teacher-student interpersonal relationships in secondary classrooms. This research focuses on the role of the teacher and builds a knowledge base about managing classrooms to create effective learning environments. Starting in the Netherlands, this line of research now has developed to many other countries such as Australia, Canada, Israel, Slovenia, Turkey, Korea, Taiwan, Singapore and the US. In this chapter, we will focus on Dutch research, referring when useful to the research in other countries. We begin this chapter with a discussion of the multiple perspectives that can be used to analyze teaching and then describe the communicative systems approach, the central element of the interpersonal perspective that is the focus of this chapter. We then turn to other element, the Model for Interpersonal Teacher Behavior and measurement instruments developed to map teacher interpersonal behavior. The remainder of the chapter reviews studies on diverse issues covering the development of interpersonal teacher behavior during the teaching career, problems of beginning and experienced teachers including the non-verbal behavior and the spatial position of the teacher in the class, teacher interpersonal relations and student outcomes, differences between teacher and student perceptions of the relationship, and finally interventions to improve relationships in class.