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The Balanced School Day and Teacher-Student Connections: Canadian Classroom Teachers’ Perspectives

Kenneth L. Reimer
University of Winnipeg, Winnipeg, Canada

Abstract—Positive teacher-student relationships can be a critical component for school success (Nasir, Jones, and McLaughlin, 2011; Davis, 2001; Hamre and Pianta, 2006; Reimer, 2020a, 2020b). This (2018) study invited Canadian elementary teachers (n=8) into a focus group and asked them how they successfully connected with students in their classrooms. Participants shared many strategies on how they connected with their students and their families (Reimer, 2020a, 2020b). On one occasion, participants noted that the establishment of consistent routines in the classroom played an essential role in connecting with students. While all teachers independently brought in many types of routines into their classrooms, some shared how the introduction of a school-wide “Balanced School Day” assisted them in finding an optimal ‘rhythm’ (Wilson, 2011) to their day. 
 
Index Terms—elementary, teachers, students, connection, routine

Cite: Kenneth L. Reimer, "The Balanced School Day and Teacher-Student Connections: Canadian Classroom Teachers’ Perspectives," International Journal of Learning and Teaching, Vol. 8, No. 4, pp. 271-277, December 2022. doi: 10.18178/ijlt.8.4.271-277

Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.

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