1

Researching Teaching and Learning – Assignment 1 – 18146035_102096_1HAssesment1

A schooling environment is such a diverse area, with an array of students coming from such
diverse backgrounds. The diverse range of students that teachers are required to teach makes
their jobs incredibly difficult, as teachers wish to accommodate and support all of their
students in an inclusive environment, yet when all of their students have a broad range of
different needs to accommodate to this can become challenging. As a result, it is essential for
teachers to provide a positive relationship to all of their students in a specific manner to cater
to all their student’s needs; as students rely on this daily positive relationship and interaction,
as it provides essential support and boosts the development of students. As Capern &
Hammond (2014) outline the daily interaction between students and teachers affects students
social, emotional and academic wellbeing. But the main problem that Capern & Hammond
(2014) discuss is the specific needs each individual student has and how teachers need to
assess these needs in order to understand how to develop a positive relationship. The chosen
groups of students are Gifted students (GS) and students that suffer from emotional and
behavioural disorder (EBD). EBD students can be recognised as carrying but not always traits
of depression, resentment, defiance, silence, interrupting or arguing, poor concentration and
an inability or unwillingness to work without direct supervision (Tucker, 2012). The problem
raised is that within one singular classroom each student requires a positive relationship with
their teacher, but these relationships may need to differ depending on the student. As Capern
&Hammond (2014) outline throughout their study that gifted students put a greater emphasis
on teacher behaviours that would help them achieve academically, whereas EBD students put
a larger emphasis on teacher behaviours that showed them caring and understanding. All of
the students put an emphasis on a teacher that was fair, equal and showed respect, thus
outlining the diverse needs of students in order for teachers to create an inclusive learning
environment and to enable all students to achieve their learning outcomes. The issue here is
the challenges teachers face on a daily basis, gifted students feel they are often being
overlooked and their skills aren’t being challenged and stretched because teachers time may
be generally taken up from students with EBD whom require a large amount of focus and
persistence from the teacher in order to enable them to achieve their learning outcomes.

The research undertaken by Capern & Hammond (2014) was a mixed-methods approach
conducted over an 18-month period to understand what some students want and need from
their teachers. The study combined qualitative and quantitative research. The qualitative data
was collected through focus groups whilst the quantitative data was collected via surveys.
The study examined 58 gifted students and 40 students with EBD from six secondary schools

1
 2
Researching Teaching and Learning – Assignment 1 – 18146035_102096_1HAssesment1

within Western Australia. This study (Capern & Hammond, 2014) was influenced by several
other studies, such as that of Johnson (2008) whom conducted a qualitative study in South
Australia from 1997 until 2005, 130 students aged from 9-12 outlined that “little things”
being available and accessible to students, being interested in their lives, meeting regularly,
listening and being positive were all behaviours were seen as supportive and were a
component of a good teacher-student relationship. Along with this, research by Cefai and
Cooper (2010) found that students with EBD had a lack of understanding and support from
their teachers, the students also felt isolated and victimised by their teachers. These students
within the study identified their desires to “be respected, listened to and treated with dignity
and understanding”. But students began to “warm up to” teachers who showed care and
understanding whilst listening to their concerns and supporting their learning needs. These
research provided the starting point for Capern and Hammond (2014) and enabled them to
develop a hypothesis which was that positive student-teacher relationships have been shown
to increase student achievement, their hypothesis appears to be correct when looking at the
results. From the survey data gifted students presented that their highest needs from their
teachers were, “not discriminating against specific students due to race, ability and level. To
give students enough time to complete assignments and or prepare for tests. Allow students to
get help from other students and go beyond using the textbook and use additional information
such as movies, internet, field trips and personal stories”. These results indicate that gifted
students more common needs from their teachers are in regards to supporting their academic
success whilst treating students fairly with respect. The interesting aspect of the research is
the correlation between the two groups especially when looking at the EBD results, whom
listed that their main priorities when concerning their teacher student relationship included
“not discriminate against specific students due to race, ability and level. Be patient with me.
Be able to take a joke. Listen if I have something to say and give equal attention and praise
amongst students”. These results reflect that EBD students most important needs centred
around being patient, listening and treating students with fairness. The contrast between the
two groups of results is that both of their main priorities is that teachers don’t discriminate
based on ability level and race, showing the students inclusive nature towards equity within
the classroom. The research shows that although there are some differing’s within the results
between the two groups, there is obvious common ground that teachers can use within their
classrooms to build on and develop strategies to structure their pedagogical styles. The
recommendations from this research established that the results were consistent with that of
other studies, it also commented that there is a lack of literature and study on these topics and

2
 3
Researching Teaching and Learning – Assignment 1 – 18146035_102096_1HAssesment1

there are needs for further research to be undertaken to look at students with other
exceptionalities such as intellectual disabilities, learning disabilities, deaf-blind, visual
impairment and autism spectrum disorder students. Along with this the researchers outline
that it would be useful to look at mainstream students with no exceptionalities and to
compare these across geographical, social and cultural contexts. Capern and Hammond
(2014) outline that their study failed to outline students that may come under the category of
being twice exceptionalities – gifted students with EBD and outlined that further study on
these students would be valuable. The behaviours that have been identified throughout the
study are valuable and (Capern & Hammond, 2014) discuss that these behaviours should be
taught to pre service teachers to help them improve their relationships with students who are
gifted or who have EBD. The results through the researcher’s background literature and their
own findings indicate that these behaviours that teachers exhibit provide a positive
relationship between students, they can often lead to success regarding students learning
outcomes when managed correctly.

As established throughout the research undertaken by Capern & Hammond (2014) there are
clear needs for students, in order to achieve their desired learning outcomes, they need to
develop a positive relationship with their teacher in an equitable and inclusive environment.
These behaviours need to convert through to a practical sense within a classroom, when
looking at a specific key learning area and integrating these behaviours into lesson plans to be
used in a teaching environment. Using the chosen lesson plan figure 1 (Captioned for
Learning, 2008) , this lesson plan is aimed at year 10 history students focusing on world war
two and Kokoda, the learning plan meets the requirements of the Australian curriculum
learning objectives and presents students with an understanding of the experiences of
Australian soldiers involved in Kokoda through the use of short video clips and then
prompting students to form into small groups and be given questions based on the short clips,
the teacher will then play the clip again and then students will answer the questions. The
teacher will then prompt some students to share their responses which should lead into a
whole class discussion. The lesson plan then prompts homework and extension work along
with opportunities for further activities. When comparing this specific lesson plan and the
research undertaken by Capern & Hammond (2014), the plan has done well in making the
classroom an inclusive environment, enabling small groups leading into a classroom
discussion, the teacher running the class needs to allow all students the opportunity to speak
and enable all students equal time to express their opinion. Bennett (2014) states that all

3
 4
Researching Teaching and Learning – Assignment 1 – 18146035_102096_1HAssesment1

students must be carefully planned for, this lesson plan does not necessarily cater to EBD
students who may struggle with this activity, as they may not have a background
understanding to the short clips as Tucker (2012) EBD students are often silent or unwilling
to work unless under direct supervision. So teachers need to adapt personalised or
individualised learning to these vulnerable students or they will fall behind their peers and not
meet their learning outcomes. A key tool that Mihalas et al (2009) outlines is to invite
students to be partners in their education, to enable students to believe that they have a stake
in making decisions for themselves, including decisions about their education. Understanding
that this lesson plan is a basic template, teachers in a practical sense need to go beyond the
lesson outline and engage with what is occurring in their class, teachers have the tools to
assist all of their students to achieve their learning outcomes. If when in small groups
outlined in the lesson plan teachers view a student not participating or engaging with their
work it is their responsibility as an educator to guide that student, as may be the case as
Bennett (2014) shows that “gifted and talented students are often bored and find the work too
easy”, teachers need to push for higher order thinking within all of their students, to challenge
and set high expectations of all of their students. Teachers need to manage their classrooms
and differentiate the students’ needs, as the lesson plan has catered to by providing
opportunities for further activity, these further activities can be given to gifted students to
keep them engaged and developing a higher order thinking. The lesson plan needs an
additional section catering to EBD learners, by creating a personalised learning strategy for
students, as Ryan et al (2008) shows is goal setting, by collaborating a set goal for the student
to achieve within the class, this serves to structure the student’s effort, provide information on
progress and motivate the students’ performance. Along with this as established throughout
the study by Capern and Hammond (2014) this will demonstrate to the student behaviours
that enable a positive relationship, they acknowledge that the teacher is attempting and
willing to be patient and assist them, they gain the sense that the teacher understands their
needs and is wanting to see them succeed. This will also be the case for gifted students whom
want to see a teacher catering to their needs by preparing extra activities for them to
complete, to restrict them from becoming bored or unchallenged by the work.

It has been recognised that classrooms are diverse environments, teachers have the challenge
of making equitable and inclusive environments, catering to all student’s needs. From
challenging and stimulating the minds of their gifted students, to showing respect and
understanding to their EBD students along with supporting the needs of their mainstream

4
 5
Researching Teaching and Learning – Assignment 1 – 18146035_102096_1HAssesment1

students also. The problem is making sure that each child develops a positive relationship
with their teacher, this positive relationship enables the student to achieve their learning
outcomes, if this positive relationship isn’t achieved there are some very negative impacts,
including feelings of not belonging, falling behind in learning outcomes and implications on
academic achievements. The basic foundation for a positive relationship is respect and equity,
this correlates throughout all students, this is a basis that teachers can build on, there are a
range of strategies that teachers can use to extend the development of a positive relationship,
some of these strategies were catered to in the discussed lesson plan such as the extra learning
activities provided for gifted students , but it also was lacking in other areas such as that of
the EBD students, by not providing time to interact with these students and guide them, to
enable them to keep up with their peers and continue to progress, if this guidance doesn’t
occur these students will continue to feel as though they don’t belong and rates of truancy and
unwillingness to learn and reach their outcomes will occur. Teachers need to be equitable in
their differentiating styles and cater to both spectrums of students in order to create an
inclusive environment. Students rely on teachers to be their support network, teachers need to
promote success and encourage learning, whilst negotiating at either end of the spectrum of
student’s abilities. As a result of achieving these needs teachers will gain the positive
relationship of their students and witness students desire to work with their educator, to reach
their learning outcomes. By extending respect to all students, challenging the academic needs
of gifted students along with recognising the needs of EBD students through personalised
learning and negotiating strategies with them to see these students reach their potentials.

5
 6
Researching Teaching and Learning – Assignment 1 – 18146035_102096_1HAssesment1

Reference List.
Bennett, V. (2014). Engaging and challenging gifted and talented students. Teaching
Geography, 39(1). 30-31. Retrieved from
http://search.proquest.com/docview/1679735711/citation/4CC6899910F0425BPQ/1?accounti
d=36155
Capern, T., & Hammond, L. (2014). Establishing Positive Relationships with Secondary
Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse
Learners What They Need. Australian Journal of Teacher Education, 39(4).
http://dx.doi.org/10.14221/ajte.2014v39n4.5
Captioned for Learning. (2008). Retrieved March 24, 2017, from
http://www.capthat.com.au/resources/kokoda

Cefai, C., & Cooper, P. (2009). Students without voices: the unheard accounts of secondary
school students with social, emotional and behaviour difficulties. European Journal of
Special Needs Education, 25(2), 183-198. Doi: 10.1080/08856251003658702

Johnson, B. (2008). Teacher–student relationships which promote resilience at school: a

micro-level analysis of students’ views. British Journal of Guidance & Counselling, 36(4),
385-398. Doi: 10.1080/03069880802364528

Mihalas, S., Morse, W.C., Allsopp, D.H., & Alvarez Mchatton, P. (2009). Cultivating caring
relationships between teachers and secondary students with emotional and behavioural
disorders: Implications for Research and Practice. Remedial and Special Education, 30(2),
108-125. DOI: https://doi.org/10.1177/0741932508315950

Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for
students with EBD. Beyond Behaviour, 17(3), 22-29. Retrieved from
http://s3.amazonaws.com/academia.edu.documents/38316496/evidenced_based_teachins_stra
tegies_-
EDC.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1490321132&Signa
ture=6y37uTyL7V2wemw%2BE0F4hSu3Thc%3D&response-content-
disposition=inline%3B%20filename%3DEvidence-Based_Teaching_Strategies_for_S.pdf
Tucker, V.M. (2012). How my involvement with an inclusive, educational, gifted and talented
programme has influenced my work with students who have social, emotional and
behavioural difficulties. Gifted Education International, 29(3), 274-284. Doi:
10.1177/026142941246711

6
 7
Researching Teaching and Learning – Assignment 1 – 18146035_102096_1HAssesment1

Figure 1