Developing Effective Teacher-Student Relationships in International Schools in China

Abstract

Establishing and maintaining productive and supportive relationships between teachers and students is critical in all educational environments. However, this can be particularly challenging in the international school setting where Western teachers frequently facilitate learning for culturally and ethnically non-Western students. This chapter describes a qualitative case study that identified strategies, understandings, and perceptions that effective Western teachers employed to develop effective relationships and facilitate high levels of learning with Chinese and other Confucian Heritage Culture (CHC) middle level students. Analysis of interview and observational data from an international school in mainland China revealed six positive relationship-oriented themes integrated into teachers' instructional practices. This study highlights the importance of cultural understanding and the need for teachers to recognize and adapt to changing international school demographics and to prioritize the cultural, social, and emotional needs of their diverse students.