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Introduction

In recent years, there has been a growing recognition of the importance of positive relationships between teachers and students in the academic setting. Research has shown that these relationships have a significant impact on student engagement, behavior, and academic achievement. However, building and maintaining positive relationships can be challenging, particularly in environments where discipline and authority are emphasized over connection and understanding. Restorative practices offer a promising solution to this challenge by focusing on repairing harm, promoting accountability, and fostering empathy and understanding. This thesis explores the implementation of restorative practices as a means to build positive relationships between teachers and students.

1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Definition and Principles of Restorative Practices
2.2 Benefits of Positive Teacher-Student Relationships
2.3 Challenges in Building Positive Relationships
2.4 Restorative Practices in Educational Settings
2.5 Implementation of Restorative Practices in Schools
2.6 Impact of Restorative Practices on Teacher-Student Relationships
2.7 Restorative Practice Models and Approaches
2.8 Restorative Justice vs. Punitive Discipline
2.9 Restorative Circles and Conferencing
2.10 Evaluation of Restorative Practices in Schools

Chapter 3: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection Methods
3.4 Data Analysis
3.5 Reliability and Validity
3.6 Ethical Considerations
3.7 Limitations
3.8 Researcher Bias

Chapter 4: Discussion of Findings
4.1 Overview of Findings
4.2 Implementation of Restorative Practices
4.3 Impact on Teacher-Student Relationships
4.4 Challenges and Barriers
4.5 Strategies for Success
4.6 Recommendations for Future Implementation
4.7 Comparison with Existing Literature
4.8 Implications for Practice

Chapter 5: Conclusion and Summary
5.1 Summary of Findings
5.2 Implications for Theory and Practice
5.3 Recommendations for Policy and Practice
5.4 Future Research Directions
5.5 Conclusion

Thesis Overview:

Implementing restorative practices to build positive relationships between teachers and students is an important area of research that has gained attention in recent years. Building positive relationships between teachers and students is crucial for creating a supportive and engaging learning environment. However, traditional disciplinary approaches often focus on punishment rather than relationship-building, leading to strained relationships and negative outcomes for students.

Restorative practices offer a different approach by focusing on repairing harm, promoting accountability, and fostering empathy and understanding. By implementing restorative practices in schools, teachers can create a more inclusive and supportive environment where students feel heard, valued, and respected. This thesis will explore the benefits of restorative practices in building positive relationships between teachers and students, as well as the challenges and barriers to implementation.

Through a comprehensive literature review, research methodology, discussion of findings, and conclusion, this thesis aims to provide insights into the effectiveness of restorative practices in educational settings. By examining the impact of restorative practices on teacher-student relationships, this study will contribute to the growing body of research on alternative disciplinary approaches in schools. Ultimately, the goal of this thesis is to provide practical recommendations for implementing restorative practices to build positive relationships between teachers and students and improve overall student outcomes.

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