NEA - 5 Tips for Better Relationships With Your Students
Some of these influences included teaching strategies, classroom discussion, There are many different ways teachers can build positive relationships with. Apr 18, Here are 10 strategies teachers can try to build positive, respectful relationships with their students and work to establish rapport. Teaching strategies that you can use to build a solid relationship with your students to ensure that they will be academically (and socially) successful throughout.
If we can make that happen, then being popular is a good thing. Teachers become popular by building good relationships with their students by treating them the way they would like to be treated. Simply stated, students want to be treated with respect. Talking down to students or lecturing them about their inadequacies will only irritate or frustrate them. Find out their interests. Initiate conversations with them about sports, TV, or school activities, or compliment them on their clothing.
As you talk to them and listen to what's on their minds, they will begin to see that you're not just another adult, but someone who is genuinely interested in them What you are doing is building up goodwill. There may be some hard times ahead, where you will have to be tough on certain individuals. Having some previous interactions that were positive may help. Your cooperation in class made it easier for me to teach today. Individuals at this age are pulling away from adults.
Being accepted by their peers is the key to their self-esteem. Being criticized by a teacher in front of their peers humiliates them. They will do whatever it takes to preserve their dignity.
So, how do you manage a classroom without taking away students' dignity? Make discipline corrections quietly and quickly. When there is misbehavior, keep your voice even. No sarcastic or condescending comments.
If you can deal with a problem in a joking or light manner, that's even better. Sometimes, a pause or look will settle the issue and nothing needs to be said. Whenever possible, try to handle discipline issues without an audience.
When leading a class activity, you may be able to talk privately about a discipline issue at the student's desk or catch him as he leaves class. This allows for better, more genuine exchanges, since the student responses will not be witnessed by classmates.
They know that I will stop what I am doing and give them my time. I set a timer and they know I am theirs until that timer ends. Usually, it is enough but if it is not, we schedule another time during recess, lunch, or some other down time to finish our conversation. Whether it is three minutes or eight minutes, the student knows this is his time.
Sounds difficult to give up that precious few minutes I know. Think of it like this. When reading groups, or Daily 5, or a math lesson or math work begins, that student that you put off earlier, will seek your attention during these blocks.
It may come out as frustration, it may come out as learned helplessness, reinforcement seeking, or some other time suck that does not let you work with others or maintain a flow of the lesson.
In many cases, more than just this student is off now and you find yourself frustrated because you had a great lesson to teach.
10 Ways to Build Relationships With Students This Year | Scholastic
Building in time to listen to kids can earn you more efficiently used time and that benefits all students. PU - Be Available It would be so powerful if we could form special, lasting relationships with all our students but that is a lot of unnecessary pressure on ourselves.
Some relationships form easier than others because we are all drawn to certain characteristics, interests, and mannerisms. We work harder for students than others and that is just human nature. It does not mean that we do not try with all our students, after all, we know how important they are for our students, particularly those affected by trauma.
If we show integrity in our interactions with students, if we communicate positively, if we initiate fix-its when necessary, and if we work at modeling appropriate social behaviors, we will establish an environment that is safe enough for all students.
If a student needs a check in with me every morning, or after every recess, or at the end of every day and I am available for that every time, then I have created an environment that is healthy enough and safe enough for her. I do not have to have an enduring relationship nor do I have to feel pressure to fix everything, I have just provided predictability and consistency by being available that will allow her to thrive in my room.
PU - Be Honest When I need to know something from students and I have done the background work of providing a safe and healthy enough environment for my students, this is my most powerful tool. I do not have to dance around a subject, if I need to know something, I usually just ask kids and then I follow up with why I am asking. Kids respond very positively to this technique because they know where the motivation behind the question comes from.
As a behavior support specialist, I have had to investigate fights, violent incidences, and when I start talking to kids, I am straightforward. Remembering that kids like to feel heard, I let them tell their story, empathize with their reactions, and above all I do not judge what they are reporting. I usually get the whole story when I use that method. Now there are plenty of times when the student is clearly in the wrong and when I objectively describe the situation back to them, I often get kids own what their part was in the event.
Modeling that empathy toward the other student and with them as needed, goes a long way with earning my students' trust. By being honest and describing my thinking and my decision-making processes, I help my students feel secure enough that even when they mess up, I have their back. I made my decision based on facts, which I explained to them, I investigated thoroughly and explained my thinking and they know exactly where I am coming from.
This gives students, especially those affected by trauma, a feeling of justice, consistency, and the offer of second chances. The first are very relational and love your attention. Hopefully, you have tried enough strategies above that they are seeking positive attention from you. The second kind of students are kids who are job kids. Their trauma may prevent them from lowering those walls that allow them to be physically nurtured with a hug, an arm around the shoulder, a touch on the arm, etc.
Instead they will positively respond to a task. If you have an attention seeking student that may shout out, wander around the room, need to move, etc. I have had students take a note to the office or another teacher. You may not have anything you need from the office. We call these WGC wild goose chase notes in our building.
We simply take a note write WGC in capital letters and fold it in half. We then ask the student to deliver the note to another colleague in the building.
10 Strategies to Build Strong Relationships | pdl-inc.info
When he delivers the note, the teacher reads it and writes her name on the note with a check next to her name. She says to the student, "I am sorry, I do not have that. This repeats through teachers. If you are the last teacher, you simply tell the student, "Oh, I have that. Let your teacher know that I will bring it to her room at recess. First, he gets out of class and walks. Second, he has positive interactions with our adults that helps regulate him again.
Third, he feels important being trusted to do a job for his teacher. Another job that helps these types of students regulate involve any heavy work that helps an adult in the building. I have specific stacks of books in my room that are used for students who need work.Relationship Building: Parent/Teacher Communication
I might move over to the stack, exclaim how heavy it is and ask for volunteers to help me. I choose that student and have him move the stack of books to a couple locations around my room. If a student struggles in transitions in the hall, I have a crate with heavy things in it that we may need and I have him lead my line and always carry the crate. Sorting papers, filing, prepping materials may also be other choices for jobs.
10 Ways to Build Relationships With Students This Year
Repeated behaviors over time soothe an unregulated brain so the act of cutting, sorting, filing can fill those needs. PU - Hold Them Accountable Sometimes once we know a student's story, we tend to expect less from them academically. This is not intentional but how many times have you seen a student put his head down on his desk and you let him be because you know he is frustrated and if you go push right now, he will most likely respond by showing aggression.
Or you have a student you know rarely has a regulated night so you do not expect her to participate at all if she does not disturb others. Finally, maybe you have a student that, quite frankly, can scare you with how big the behaviors can be, so when the behavior starts the response is to get him out of class as fast as possible.
We are not doing any of these students any favors with these reactions. In all our good intentions to give these kids a break or protect their dignity, we send them the message, they are not important enough to fight for their success.
When a student is acting out they are simply trying to manage the intensity of his situation. If we remove them, we send the message that the behavior is too big for us as well. This hurts our chances at trying to form positive relationships, trust and creating an environment that is safe and healthy enough for our kids. So how do we hold these kids accountable?
Kristen Souers gave such a clear description in her book, Fostering Resilient Learners: Strategies for Creating a Trauma-sensitive Classroom. She talks about if it is predictable, it is preventable. If a student will shut down in math each time he is asked to work on an assignment, that is predictable.
Some ideas that may help your student stay engaged includes a plan to provide a consistent structure. If the student understands what each block looks like, then he knows what time math will start and when he can expect an assignment.