Reasons for the persistence of poor teacher±learner relationship include . achieve predetermined the goals and objectives of the lesson. That is, the ideal. viewpoint with a focus on deeply understanding this specific case of teacher- student relationships. My goal in conducting this study was to provide more specific. By Stephanie Shaw - Building caring student relationships is key to It is a fact that students will work harder for teachers they know love them, but My goal is for all of my students to know that I love and care about them.
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.
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. There have been so many conversations over the years started by children who wanted to know what my kids were up to or when the next time was they would be coming to visit. 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.
10 Ways to Build Relationships With Students This Year | Scholastic
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. The goal is to provide a quick, fair, and meaningful consequence while at the same time communicating that you care for and respect the student.
Steps to Use When Correcting Students Review what happened Identify and accept the student's feelings Review alternative actions Explain the building policy as it applies to the situation Let the student know that all students are treated the same Invoke an immediate and meaningful consequence Let the student know you are disappointed that you have to invoke a consequence to his or her action Communicate an expectation that the student will do better in the future Imagine that Johnny hit Sam because Sam called his mother a name.
This is how you could put these disciplinary steps in place: Discuss the incident with Johnny. Begin with fact finding to be sure that you are appropriately correcting the student. The worst way to affect teacher-student relationships is to unfairly discipline a student.
Identify and accept the student's feelings. Tell Johnny that you understand why it upset him to hear somebody call his mother a name and that you, too, would be upset if someone maligned your mother. It's important to understand that this step communicates that you respect and understand his feelings but that you are not accepting his actions.
Go over with Johnny the different actions he could have taken, such as ignoring the remark or reporting it to a teacher.
Chapter 1. Developing Positive Teacher-Student Relations
Explain the building policy as it applies to the situation. Remind Johnny of the building policy of not fighting and that the rule is if anyone hits another student, he or she will be sent to the office and possibly be suspended from school.
Let the student know that all students are treated the same. Make sure that Johnny understands that all students must adhere to the policy and that any student who disregards the rule will suffer the consequences. Invoke an immediate and meaningful consequence. Communicate with the office about what happened and send Johnny to the office.
Developing Positive Teacher-Student Relations
Get to know some personal things about each student. Using the survey described previously is one way to accomplish this. Another activity is to take advantage of the time at the beginning and end of class, after tests, before holidays, or after holidays just to talk with and listen to students.
Ask students about their weekends, goals and aspirations, and opinions about local, national, and world events. What you talk about is probably less important than the fact that you were interested enough to ask and listen. In your effort to improve classroom climate and build better teacher-student relationships, avoid focusing on answering factual questions or testing students' knowledge when discussing current events. Instead, ask them opinion questions. The goal is to get students to participate, to feel like they are valued members of the class and that their comments are valued-not to assign grades.
Conduct a values analysis discussion about some current event or topic. In this activity, it is important that certain rules be followed. Make sure that when anyone is speaking, everyone listens to the speaker. Students may ask questions to help clarify what a student is saying, but they cannot challenge or disagree with the speaker.
Other students can respond with their opinions and support it, but they cannot directly disagree with each other.
10 Ways to Build Relationships With Students This Year
For example, in a history class we could ask students to read about and discuss the dropping of the atomic bombs in World War II. Ask students if they would have dropped the atomic bombs had they been President Truman. Have them explore why they would or would not have dropped the bombs. Or, in a government or sociology class you could have students examine the issue of the death penalty.
Have students take a position on whether they favor or disapprove of the death penalty.
Then have them explore the reasons for and against its use. In a psychology class, you could have students discuss the issue of using animals to conduct research.
In getting students to listen to each other and you, you may need to discuss why it is important to listen carefully to others. Talk with them about respect and how they feel when others listen carefully to what they have to say.
After all, as social studies teachers, aren't teaching and understanding good interpersonal communication important goals for us? Provide positive comments when appropriate.
Sometimes we become so busy or frustrated by the problems that occur that we forget to notice and comment on the positive things students do.
Teachers can recognize effort, cooperative behavior, and helping behavior. Positive comments can also be made about things like a new hair style, a shirt, a pair of shoes, or a good voice. If you think the student might be embarrassed by public recognition from a teacher, then comment privately to the student. This can be done during study time.
Or, you can write comments on papers you are returning to students such as homework assignments or tests. Be positive and enthusiastic when teaching. Most students find it difficult to be motivated when the teacher is not. As we demonstrate our interest and joy in teaching, it shows that we enjoy being in the classroom and implies we enjoy being with the students. This should enhance teacher-student relationships.