Dos & Don'ts for Positive Student Relationships | TeachHUB
Teachers become popular by building good relationships with their students by Offering positive reinforcement, being consistent, smiling, and listening to their. Students and their families should be able to turn to teachers for advice, and see them One real struggle in the teacher/student relationship is creating a positive, caring stories of teachers becoming inappropriately involved with students. their guidance and steadfast support throughout this doctoral process. They, too, have .. Pianta report that positive student-teacher relationships are a valuable.
Latency is the amount of time that elapses between the moment you give a student a response opportunity and the moment you terminate the response opportunity. Kerman and colleagues explain that the amount of time we give to students to answer questions is directly related to the level of expectation we have for them.
We give more time to students when we have confidence in their ability to answer a question. Conversely, we give less time to students in whom we have little confidence. When you quickly give up on a student who is struggling with a response, it is clear to everyone in the classroom that you don't expect him or her to come up with the right answer.
Dos & Don'ts for Positive Student Relationships
What you will find when you make a conscious effort to extend the length of latency you allow for low-achieving students is that these students will begin to pay more attention, become more actively involved in discussions, and minimize their behavior issues. One thing you can do is ask a teaching peer to observe your instruction and chart the length of the latency periods you are giving each student from the time you ask the question until you move on to another student.
It is especially interesting to find out which students get longer latency periods from you. Latency Chart in Seconds Paul Brown: In analyzing the chart, it is easy to see that Donna and Mary are consistently given more latency and, therefore, more chances to give a correct response than are the other students. If this were your classroom, you could try to make sure that in future discussions and question-and-answer periods you give longer latency periods to other students as well before moving on.
Give Hints and Clues to Help Students Answer Questions You also communicate positive expectations by giving hints and clues to your students. It is important that we communicate to all our students that we have high expectations for their success, and one way to do this is by giving more hints and clues to all students, especially the low-performing students.
Think about a reading lesson in which a student struggles to sound out a word. If you provide too many hints and clues, you may actually give the student the answer. Also, after a number of hints, it may be that the only student who doesn't know the answer is the one being called on, which ends up being an embarrassing experience.
Chapter 1. Developing Positive Teacher-Student Relations
The important point, however, is to use hints and clues with all students to communicate that you have high expectations for the entire class. This helps build positive teacher-student relations. Tell Students They Have the Ability to Do Well Another way to communicate positive expectations to students is by directly telling them they have the ability to do well. When you tell your students you have confidence that they can handle a difficult assignment or improve their behavior, you impart a very powerful message.
Students often will work hard and behave appropriately to prove that your confidence in them is justified.Drawing connections between students and teachers - Kevin McGrath - TEDxMacquarieUniversity
Every child needs to have at least one significant adult in his or her life who believes that he or she can do well. Ideally, children would hear this from their parents, but the sad truth is that is not always the case. Teachers have the unique opportunity and privilege to communicate daily to a number of students that they believe in them. What a gift to be able to be that significant adult in even one student's life.
Using this strategy might lead a teacher to say this to a student: You've been working very hard on remembering to write down your thinking as you solve math problems, and I know you can transfer that skill to this test. I'll check back with you later.
Once again, this is a positive relations strategy as well as an instructional strategy. You can also let students know that you have positive expectations for them by referring to past successes Kerman et al.
When you tell a student that you know he will behave appropriately at recess because he was successful yesterday, you help build confidence in the student and increase his chance for success.
And after a student demonstrates good behavior or academic achievement in a specific situation, telling her you knew she would be successful Kerman et al. Students need to know that their teachers respect them and have confidence in them. Using these different strategies to consistently communicate your positive expectations will work wonders. We challenge you to begin using one or two of these strategies today to build high expectations and positive teacher-student relations.
Correcting Students in a Constructive Way Correcting and disciplining students for inappropriate behaviors is a necessary and important part of every teacher's job. However, it doesn't have to be a negative part of your job. In fact, you can actually build positive relationships when you correct students. If you don't believe this, think for just a minute about students you have had in the past who came back to school to visit you. Often it is the students who were the most challenging and with whom you had to spend the most time who continue to visit you over the years.
This is due to the positive relationships you developed with them. The goal in correcting students should be to have them reflect on what they did, be sorry that they disappointed you, and make a better choice in the future.
I'm going to be sure I don't get caught next time. If you allow students to keep their dignity, you increase the chance that they will reflect on their behavior and choose their behaviors more wisely in the future. The correction process will be counterproductive if students are corrected in a manner that communicates bitterness, sarcasm, low expectations, or disgust.
At the end of the day, I stand at the classroom door as students pass by allowing me to say good-bye to each person, perhaps commenting on the great day they had, and wishing them a good evening. Student Letters and Questionnaires The first week of school I ask my students to write me a letter that tells me everything I need to know about them.
I love when the letters come in and I learn about siblings, pets, hobbies, and some of their feelings toward school. It also gives me ideas for starting discussions with the students. For example, I built an instant bond with my fledgling fashion designer this year when I told her that I used to fill notebooks with fashion designs when I was her age I really did!
Velociraptor out of a shrink-wrapped set and handed it to him. Another way to find out more about your students is with written questionnaires or interviews.
Forms such as the one shown below are a quick way to get to know your students. Parent Input Helps No one knows their children better than their parents, so at the start of each school year, I ask them to send me a short note about their children to provide insights that will help me create an individualized program that best suits their child. When I first began doing this years ago, I thought parents would give me the rose-colored glasses version of their children.
These notes serve a higher purpose than letting me get to know the students. They focus my head and heart on the fact that these parents are entrusting me for the next 40 weeks to teach and look after a child they love with all their heart. Sports is always a great common denominator.
Once I learn who my sports fans are, morning greeting often includes a reference to what the Tigers did the night before or how the Wolverines and Spartans did on Saturday.
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I ask about swim meets, soccer games, and belt ceremonies. When I make personalized clipboards as presents for each student in December, I try to decorate with stickers I think each student will enjoy. These small gestures help show students you care about what they care about. Speak to Students With Respect Every relationship relies on mutual respect and a teacher-student relationship is no different.
There are definitely those times when student behavior causes me to feel frustrated.
When this happens I take a slow, deep breath or two! This helps me to respond to hairy situations with a calm, steady voice and a smile that just may be masking a completely different emotion. Attend Outside Activities If you have ever attended a student activity outside of school hours, you will know that as soon as that child spots you, he or she will break out into the biggest smile ever. Parents would tell me how their kids would come home and tell them all about Katie, Rachel, and Charlie.
To this day, my own children still make a point of coming in to get to know my class.