Warm and demanding teacher practices reviewed from an interpersonal perspective: A qualitative synthesis of urban classroom management

Abstract

In this qualitative literature study, warm demander pedagogy was examined by mapping interpersonal behavior and relationships with the Interpersonal Circle – Teacher (IPC-T). Nine empirical case studies were coded on two IPC-T dimensions: agency and communion. High levels of agency and communion frequently occurred within both daily moment-to-moment interactions and general teacher-student relationships. However, warm demanders' daily interactions were also often coded low on communion. We conclude that the caring relationship that warm demanders developed with their students, means they can afford to be insistent on norms about students’ behavior and academic achievements in daily interactions without relational consequences.