Positive teaching relationships and their influence on the academic success of

gifted and talented & emotional/behaviourally challenging students

James Wilson 17727701
Western Sydney University
Within the classroom, a wide range of educational aptitude and learning styles

challenge the pedagogical practise of a teacher. In order to cater for such a range of

educational ability, whether it be lower or higher than average achievement, it is crucial for

a teacher to incorporate a multi-method approach to their teaching (Varney & McFillen,

2000). Two particular groups of students who require such pedagogical attention are gifted

& talented students, as well as emotional/behaviourally challenging (EBC) students. In

Capern and Hammond (2014)’s article ‘Establishing positive relationships with secondary

gifted students and students with emotional and behavioural disorders: Giving these diverse

learners what they need’, studies are carried out in relation to gifted and talented students,

as well as EBC students, and their requirements from their teacher in order to achieve

academic success. This essay will address and analyse the methodology and findings of this

study. The recommendations of these authors will then be applied to a lesson plan from the

Key Learning Area (KLA) of Science, and specifically Biology, as means of addressing whether

the recommendations of these authors are present within the lesson.

Misconception of understanding in the relationship between gifted and talented

students, and emotionally/behaviourally challenging students is a crucial element in

defining academic success in secondary education. Tunnicliffe (2010) defines gifted and

talent students as being identified by virtue of outstanding abilities, capable of high

performance in the fields of intellectual ability, and creative thinking. Such students typically

require differential education beyond a standard level in order to realise their full potential

JAMES WILSON 17727701 1

within the classroom (Tunnicliffe, 2010). Emotionally/behaviourally challenging students

also show a requirement for differential education, described as being students with

behaviour typically outside a normal range, which places a potential risk of socioemotional

disruption to a student’s education resulting in the limitation of academic facility (Emerson,

Toogood, Mansell, Barrett, Bell, Cummings & McCool, 1987; Rogers, 2003).

Although learning needs of G&T and EBC students vary, they provide a distinct

relationship between the two types of students (Capern & Hammond, 2014). These students

require a specific set of needs that vary away from the socio-educational ‘norm’ of schools,

whether it may be increased focus paid on them during class, greater peer interaction, or

the addition of extra activities to challenge the mind (Carey, 2013; Yassin, Ishak, Yunus, &

Majid, 2012). Failure to meet such needs typically responds in negative outcomes including

disengagement with the classroom content and peer interaction (Beattie, Watters, Stewart

& Delvin, 2006). Students with IQ’s both higher and lower than the educational average

tend to exhibit lower self-esteem and decreased motivation as a result of lacking

educational challenges and experiences in school (Gross, 2004).

When considering Biology as a Key Learning Area (KLA), there is a significant relation

between the abilities of G&T students, aswell as EBC students, and academic success. The

content within Biology is very specific and concise, and thus it is crucial for students to

maintain a high level of understanding. Although some students, such as G&T students, can

grasp understanding of the content with ease, it is critical for the teacher to extend this

understanding to all students within the classroom. As a teacher, this requires a high level of

professionalism in teaching method, focusing on such elements of the Quality Teaching

Model as Quality Learning Environment and Intellectual Quality (Gore, 2007). Enhanced

JAMES WILSON 17727701 2

interaction can also be demonstrated by means of such methods as collaborative learning

(Ullman, 2015; Karami, Pakmehr, & Aghili, 2012). This teaching approach has been shown to

positively influence outcomes of learning in education, engaging students by using

interaction via groupwork (Cabrera, Nora, Crissman & Trenzini, 2002).

Capern & Hammond’s (2014) article argues that the relationship between teacher

and students is critical in positive learning outcomes. Their study investigated particular

behaviours of the teacher that engaged and enriched the learning of gifted students and

EBC students. This study found that both types of students valued interaction with the

teacher as a crucial element to their learning success. Each group of students specified their

own set of unique behaviours to address positive learning.

Capern & Hammond provide a range of sources in their background research. This

research is used to provide support to their argument that relationships between teachers

and students is important in positive learning. The authors make note of the impacts of

interaction as being social, emotional, and academic-related. The majority of sources cited

provide relevance to the investigation, citing sources from numerous scholar articles and

accredited textbooks. These sources demonstrate and support positive interactions with the

teacher for gifted and EBC students. Although the results of external studies listed agree

with the basis of Capern & Hammond’s arguments, the studies do not state what population

of responses were from students classed as being gifted or EBC students. Given that these

students are the main focus of study for the authors’ arguments, more relevant studies may

have been useful. Furthermore, the authors make comments with no literature to support

the argument, stating that students of all abilities benefit from high quality relationships

with their teachers, and desire to have such connections. Although this may be a true

JAMES WILSON 17727701 3

statement in relation to some students, it should not be assumed that all students carry this

mentality. There are errors of referencing found on page 50 of the text. The authors make

reference to Suldo (2009) and Gentry et al. (2007)., yet both names are missing from the

final reference list.

Capern and Hammond tested this relationship through mixed-methods approach. A

survey conveying 70 items was allocated to students classed as gifted or EBC, whilst focus

groups were conducted to validate these findings in a first-person situation. Using the

Student-Teacher Relationship Survey – Student Version (STRSSV), the authors compiled

findings between 58 gifted students, and 40 EBC students using Cronbach’s alpha to test for

reliability in response. Students were asked to indicate their response on a six-point Likert

scale format of importance. By gathering mean scores of each item, the authors were able

to specify certain teacher behaviours that either enrich or inhibit positive learning in these

students, whilst the inclusion of focus groups allowed for a more personal basis of results,

with students reflecting on their own experiences and understandings. Although these

methods provided reliable feedback for results there are errors in method to be noted.

Firstly, only one focus group of gifted students was selected, as opposed to two groups of

EBC students. Secondly, the student survey were only partaken at one selected school. In

doing this, the authors limited their findings to one particular group of students. Were there

several schools involved, particularly schools without academic programs surrounding gifted

or EBC students, different findings and feedback would likely be seen.

The results of this study show the ten most important behaviours by a teacher

towards students. The highest voted behaviour of importance for gifted and EBC students

was seen as to ‘Not discriminate against specific students due to race, ability level, etc’.

JAMES WILSON 17727701 4

These findings show support in the argument made by the authors that positive learning

environment enhance greater learning emphasised by the positivity expressed by students

towards teachers who exhibit positive attitudes in their teaching methods (p.54-55). The

findings highlight the importance of teaching elements such as patience, politeness, and

positive attitude. The results also emphasised that gifted students and EBC students require

engagement in differing factors of interaction as opposed to equal treatment of peers.

Despite these findings showing a variety of positive results, it must be noted that there is no

mention of the lowest-ranking factors of the survey. Students, although given freedom to

elaborate during focus groups, were prompted for response along specific lines of factors

such as teacher engagement and positivity, as opposed to factors such as discipline in

teaching. It is also to be noted that although these results support the viewpoint of the

authors argument, findings from other schools of various socioeconomic status may provide

significantly different feedback.

These findings, coupled with the associated background research led Capern and

Hammond to their recommendations for future teaching practise. They suggest that whilst

teacher behaviours to promote positive relationships in learning are universally effective,

secondary teaching behaviours differ in requirement for gifted students opposed to EBC

students. Teacher behaviour directly correlates with student interactivity and their

response. Thus, it is crucial for a teacher to promote multiple forms of interaction with

students, acknowledging that whilst student values are similar, their learning needs are

different. Overall, the authors argue that to categorise students into one pigeon-hole of

learning behaviour will result in negative teacher-student relationship, thus decreasing the

achievement of students.

JAMES WILSON 17727701 5

JAMES WILSON 17727701 6
 My chosen lesson plan was generated online by Next Gen Science Standards (NGSS)

as means of meeting their expectations to improve science education for all future students

(Next Gen Science Standards, 2017). The lesson plan is designed for year 8 and year 9

science students, with a focus on the biological concepts of extinction and geographic

diversity. The lesson follows a clear structure in that it provides students a clear insight on

the task at hand. Students must identify definitions to the concept that they describe.

Further outlined in the plan (no picture included) was the aim for students to outline the

relation between speciation and morphology between differing species. In pairs, students

were required to choose two different species types, and outline their sustainability within

an isolated habitat, making reference to body composition and morphology. This lesson was

structured to contain 40 minutes of task time.

This lesson plan, although clear in structure, does not describe in detail the prior

understanding required for these tasks, nor does it outline the delegation of individual, or

group activity. This allows for the opportunity to examine how the findings and further

recommendations by Capern & Hammond (2014) could improve and re-evaluate this lesson

structure, as means of promoting positive learning for G&T and EBC students. The key

recommendations in Capern & Hammond’s (2014) research was that a teacher must

incorporate multiple secondary teaching behaviours to cater for a wide range of student

needs. This is incorporated through the inclusion of such methods as group activity, open

classroom discussion and engagement, and specific interaction between teacher and

student to promote positivity in their learning (Capern & Hammond, 2014). The lesson plan

also does not clearly demonstrate the teachers role in these tasks, with no mention of

engagement, or any individual assistance for students uncertain with the concepts or tasks

JAMES WILSON 17727701 7

at hand. This lesson is structured in a manner that suggests that all students will have

knowledge and understanding sufficient to answer all tasks required of them, but does not

explain any of the learning outcomes undertaken to meet these outcomes.

As a future teacher, if I were to use this lesson plan I would make several key

alterations to the structure of the tasks, in order to regulate the lesson to suit a broader

range of student learning requirements. From my understanding of the Quality Teaching

Model, coupled with my knowledge from Capern & Hammond’s (2014) study, I feel that a

mixed-method approach to this lesson would provide the greatest interaction with G&T and

EBC students. Prior to the first task of matching definitions, I would incorporate a discussion

with the class to promote peer engagement, allowing the students to interact with

eachother to test their knowledge. Research by Basu, Horvath & Micchelli (2003) supports

that this engagement promotes positivity in learning.

The findings of Capern & Hammond’s study, show that G&T students require

student-student interaction, and that EBC students require patience and attention paid. I

feel that modifications could be made in regards to part two of the lesson plan, in which

students worked in pairs to relate concepts together. By adding a small presentation by

each group to the class outlining their findings, and the reasoning for obtaining these

results, I feel that G&T students would be given the opportunity to express their

understanding from extra activity than just textbook study, with peer interaction

(Tunnicliffe, 2010). Coupled with this, EBC students will be allocated the opportunity to

explain their reasoning, given equal attention amongst students, with patience from their

partner (Capern & Hammond, 2014). A second possible plan of approach would be to assign

homework in the form of a multimedia presentation each group outlining the relationship

JAMES WILSON 17727701 8

between speciation and morphology, as well as future implications on an environmental

scale, incorporating understanding from my second KLA of Earth and Environmental Science.

This approach is suggested in an alternative lesson plan by PBS Learning Media (2017).

Overall, it is clear that despite differing learning needs, gifted and talented students,

and emotional/behaviourally challenging students both display explicit learning needs.

These needs require a diverse approach in teaching method, in order to cater for all diverse

needs. Such approaches are outlined within the NSW Quality Teaching Model (2017).

Professionalism as a teacher is essential in creating positive teacher-student relationships.

By addressing the diverse learning needs of these students, a teacher can promote positive

interaction within class, creating a positive learning environment to boost academic

potential.

JAMES WILSON 17727701 9

 References:

Basu, S., Hovarth, G., & Micchelli, C. (2003). Advances in Learning Theory (ed). IOS

Press. Retrieved from

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=267471.

Beattie, J., Watters, J., Stewart, W., & Delvin, N. (2006). Submission to the house

standing committee on educational and vocational training. Australian

Association for the Education of the Gifted and Talented Ltd. 172. Tasmania,

Australia.

Cabrera, F.F., Nora, A., Crissman, J.L., & Terenzini, P.T. (2002). Collaborative learning:

Its impact on college students’ development and diversity. Journal of College

Student Development, 43(1), 20. Retrieved from

https://search.proquest.com/docview/195179672?accountid=36155.

Capern, T., & Hammond, L. (2014) Establishing positive relationships with secondary

gifted students and students with emotional and behavioural disorders:

Giving these diverse learners what they need. Australian Journal of Teacher

Education, 39(4). DOI:10.14221/ajte.2014v39n4.5.

Carey, D.J. (2013). Challenging behaviour: Understanding challenging behaviour part

I. Ezine Articles. Retrieved from

http://www.davidjcarey.com/challenging_behavior.html.

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 Emerson, E., Toogood, A., Barrett, S., Bell, C., Cummings, R., McCool, C. (1987).

Challenging behaviour and community services. British Journal of Learning

Disabilities, 15, 166-169. DOI:10.1111/j.1468-3156.1987.tb00430.x.

Gore, J. (2007). Improving Pedagogy. In Butcher, J., & McDonald. (2007). Making a

difference: Challenges for teachers, teaching, and teacher education. 15-33.

Rotterdam, Netherlands: Sense Publishers.

Karami, M., Pakmehr, H., & Aghili, A. (2012). Another view to importance of teaching

methods in curriculum: Collaborative learning and students’ critical thinking

in disposition. Procedia – Social and Behavioural Sciences, 46, 3266-3270.

DOI:10.1016/j.sbspro.2012.06.048.

NGSS Life Science. (2015). The three dimensions of science. Next Gen Science

Standards. Retrieved from

http://www.ngsslifescience.com/science.php?/biology/lessontypes/Workshe

et.

PBS Learning Media. (2017). How New Species Evolve. Retrieved from

https://www.pbslearningmedia.org/resource/tdc02.sci.life.evo.lp_newspecie

s/how-new-species-evolve/#.WNOe0lFBJPZ.

Rogers, B. (2003). Behaviour recovery: Practical programs for challenging behaviour

and children with emotional behaviour disorders in mainstream schools.

Victoria: Monograph.

Tunnicliffe, C. (2010). Teaching able, gifted and talented children: Strategies,

activities and resources. London: Sage.

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 Varney, G.H., & McFillen, J. (2000). Leading organizational change – A multi-method

approach to teaching OD&C. Organization Development Journal, 18(4), 105-

112. Retrieved from Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/197985796?accountid=36155.

Yassin, S.F.M., Ishak, N.M., Yunus, M.M., Majid,R.A. (2012). The identification of

gifted and talented students. Proedia – Social and Behavioural Science, 55,

585-593. DOI: 10.1016/j.sbspro.2012.09.540.

Ullman, J. (Ed.). (2015). Applying Educational Research (2nd ed.). Sydney, Australia:

Pearson.

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