. 2021 Aug 11;3:702922. doi: 10.3389/fspor.2021.702922

Table 4.

Pedagogies that build relationships.

Observation	Interview
• When asked about her interactions with the students the teacher said, “they need positive interactions—they really want to please us” and “they want to do well” (Kari, NOR) • The teacher has individual chats, before the lesson and after the lesson. He describes it as an important tool to build relations (Ola, NOR) • The lesson starts before the students enter the room (with individual chats) and ends after the students have left (Charlie, SWE) • The teacher's relationship with the students was important in establishing an empathetic learning environment (Tane, NZ) • Well planned progressive lesson with an obvious objective of developing collaboration and cooperation—Although we didn't see the planning it was obvious from the content that the teacher had thought about the nature of the activities and planned the progressions with the intention of requiring the students to integrate with different others and work collaboratively in different pairs and groups (Kari, NOR)	• “I have a relationship with my students, where I feel like a bit of a mum quite a lot with them and they need to hear positive things from me” (Kendall, NZ) • “I find it almost impossible to teach if I don“t have a relationship with the students” (Candice, NZ) • “I am not an authoritarian leader at all. I am quite comfortable with stepping back and letting them do it, but you can only do that if you have got the relationship with them” (Ola, NOR) • “We played a really boring name game, and it was actually perfect because now I know all of their names, it makes a big difference” (Louise, SWE) • “I know a lot of their older brothers and sisters, which has actually helped as well because they can relate to me” (Candice, NZ) • “One of the boys can be a bit of a handful but he is fine with me… I just take the time to talk to him like when we are walking up and walking down (to the gym)” (Candice, NZ) • “We have worked on, call it team building activities. It is the second year I have them [this class]…we have worked a lot with activities to avoid such unintended conflicts between groups in the class” (Per, NOR)

Observation

Interview

• When asked about her interactions with the students the teacher said, “they need positive interactions—they really want to please us” and “they want to do well” (Kari, NOR)
• The teacher has individual chats, before the lesson and after the lesson. He describes it as an important tool to build relations (Ola, NOR)
• The lesson starts before the students enter the room (with individual chats) and ends after the students have left (Charlie, SWE)
• The teacher's relationship with the students was important in establishing an empathetic learning environment (Tane, NZ)
• Well planned progressive lesson with an obvious objective of developing collaboration and cooperation—Although we didn't see the planning it was obvious from the content that the teacher had thought about the nature of the activities and planned the progressions with the intention of requiring the students to integrate with different others and work collaboratively in different pairs and groups (Kari, NOR)

• “I have a relationship with my students, where I feel like a bit of a mum quite a lot with them and they need to hear positive things from me” (Kendall, NZ)
• “I find it almost impossible to teach if I don“t have a relationship with the students” (Candice, NZ)
• “I am not an authoritarian leader at all. I am quite comfortable with stepping back and letting them do it, but you can only do that if you have got the relationship with them” (Ola, NOR)
• “We played a really boring name game, and it was actually perfect because now I know all of their names, it makes a big difference” (Louise, SWE)
• “I know a lot of their older brothers and sisters, which has actually helped as well because they can relate to me” (Candice, NZ)
• “One of the boys can be a bit of a handful but he is fine with me… I just take the time to talk to him like when we are walking up and walking down (to the gym)” (Candice, NZ)
• “We have worked on, call it team building activities. It is the second year I have them [this class]…we have worked a lot with activities to avoid such unintended conflicts between groups in the class” (Per, NOR)