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Category # 1  TEACHER BEING Definition: Teacher Being involves the teacher's ability to build a relationship with his/her student by creating a safe and caring environment (Thornberg et al., 2020).

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Category # 1  TEACHER BEING Definition: Teacher Being involves the teacher's ability to build a relationship with his/her student by creating a safe and caring environment (Thornberg et al., 2020).

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Students reported that affirmations such as "You can do this" are important to the safety and comfort of their well-being (Thornberg et al., 2020)

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Category #2   TEACHER DOING Definition: Teacher Doing encompasses all the actions, methods, and strategies that a teacher employs for classroom management and student engagement (Thornberg et al., 2020)        

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Category #2   TEACHER DOING Definition: Teacher Doing encompasses all the actions, methods, and strategies that a teacher employs for classroom management and student engagement (Thornberg et al., 2020)        

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The way in which a teacher provides correction (ex: statement cards) can demonstrate the emotional support that he/she feels with the teacher (Alderman & Green, 2011)

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A teacher's response to a problem is imperative to building positive student-teacher relationships (Pigford, 2010).

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Theme #1:                          Supportive Language   

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Theme #1:                          Supportive Language   

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A Warm Demander is when the teacher can establish a feeling of trust and belief between him/her and the student. Warm Demanders develop this relationship by delivering feedback (positive or constructive) in a kind and caring manner (Bondy & Ross, 2008).

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One student described how talking to the teacher and getting to know one other creates a safe space in which students feel comfortable approaching the teacher at any time. The student further described how this quality time evolves the relationship from an aunt/uncle relationship to a more familiar one (Thornberg et al., 2020).

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It is not possible to build a positive student-teacher relationship without having or developing quality time together (Cano, 2019).

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Teachers can improve upon their likability status by spending quality time with their students (Alderman & Green, 2011).

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Cook et al. (2018) and Murray & Pianta (2007) establish that a strategy for building positive student-teacher relationships is by spending time with students, individually (as cited in Kennedy & Hayden, 2021).

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Theme #3:                                   Balanced Classroom Management      

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Theme #3:                                   Balanced Classroom Management      

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Students described a connection that they felt with the teacher when he/she was able to manage classroom behaviours whilst so as to maintain a calm learning environment (Thornberg et al., 2020).

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Theme #3:                                        Balanced Classroom Management       

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Theme #3:                                        Balanced Classroom Management       

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Wood's Social Powers Model indicates that teachers can encourage students to excel (whilst also building a relationship with their students) through coercion. Coercion includes classroom management tools  and strategies such as verbal reprimands or using a point system (Alderman & Green, 2011).

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Theme #3:                             Balanced Classroom Management   

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Theme #3:                             Balanced Classroom Management   

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A classroom contract is a great classroom management strategy. It holds accountable whilst still maintaining a trusting relationship with the teacher (Cano, 2019).

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Students reported that a variety of activities in the lessons provided was important to their learning (Thornberg et al., 2020)

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It can be suggested that the school climate (which includes teachers implementing interesting lessons) is a strategy for building positive student-teacher relationships (Scales et al., 2020).

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Wentzel (1997) indicated that students reported intriguing lessons as a characteristic of a teacher's caring behaviour (as cited in Prewett et al., 2018).