Developing Positive Teacher-Student Relationships in a Distance Learning Classroom Environment

The purpose of this research study was to gain insight into the perceptions and the degree to which preservice teachers implement relationship-building strategies to foster positive teacher-student relationships within a distance learning environment. The research focused on creating a supportive classroom environment to facilitate student success, encourage a positive rapport and a sense of belonging, and develop the ability of preservice teachers to engage students during distance learning. The participants in this action research study were preservice teachers assigned to an urban elementary school setting during their student teaching placement. The action research study implemented a mixed-methods approach to gather data using interviews, observations, and journal reflections. The intervention engaged the study participants as a community of learners to identify strategies for building positive teacher-student relationships and to determine how the strategies could be integrated into the distance learning classroom environment. This research study provided compelling evidence to support the notion that focused instruction on relationship-building strategies improves the confidence and ability of preservice teachers to develop and maintain positive relationships within a distance learning classroom environment.