Student/Teacher Relationships: Six Activities. Education is built on relationships. The relationship between you and your students is delicate, complex, and. Ten Tips for Improving Teacher-Student Relationships Another activity is to take advantage of the time at the beginning and end of class, after tests, before. Teacher Classroom Management Handouts (All 6 Workshops) .. Cooperative learning activities in the classroom, where students work in small groups, also.
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.
Developing Positive Teacher-Student Relations
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.
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. 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.Top 20 Student Teacher Relationship Anime
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. 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.
Chapter 1. Developing Positive Teacher-Student Relations
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. Show students that you are not only interested in them but also that you care about them.
How can you do this? Take the time to talk individually with students. You could do this by setting a goal for talking individually with each student every week, or whatever is practical. You can ask about how they are doing with the content and skills in the course, or you may prefer to make the conversation a more personal one.
For example, you might ask students about their extracurricular activities, hobbies, or interests. Some teachers make it a practice to greet students as they come into the classroom as yet another way to demonstrate their interest in their students. Another activity that some teachers use to help students and to show them that they care is to have set times before, during, or after school to provide students with extra help on assignments or just to be there to talk with them.
For example, you could be available to help students for thirty minutes before or after school. Avoid the use of threats and punishment. If students do something that is disruptive, use a time-out procedure rather than punishment. After the time-out procedure has been used, be sure to sit down with students and talk with them. That is, ask them how they feel about what occurred. Give them a chance to get out any frustrations and feelings.
After they have had a chance to discuss their feelings, then you can talk about ways to avoid such an occurrence in the future. Make it clear to the student that it is the behavior and not the person that is unacceptable. In fact, make it a point to say or do something that will make the student feel valued. Do not play favorites. Some students are easy to like, while others are not.
Yet we need to be sure that some students do not get special privileges and others harsher treatment because of our feelings toward them. When we have tasks or responsibilities to be carried out, be sure to give all students an opportunity to participate. This will give us one more opportunity to strengthen our relationship with students by showing trust in them, as well as providing us with the opportunity to thank them for something they have done.
If you have a particularly challenging student, you might try an activity suggested by Wlodkowski Hawley Every day for two weeks, spend two minutes talking with the challenging student. During your conversation, say something positive about the student. Over the course of the two weeks, try to change the balance of the conversation so that the student does more of the talking.
Create a supportive classroom environment. In the evaluation process, base the grade on both individual and group achievement. Structure the evaluation process in such a way that individual improvement will help the group grade as well as the individual grade. This will hopefully get students to work together and help each other.
Create an environment where questions and answers-even wrong answers-are encouraged and valued. Students learn more and participate more when they feel comfortable asking and answering questions. But students will not ask or answer questions if they think they will be embarrassed. Encourage and recognize students when they ask and answer questions.
When students tell you that they do not understand something, tell them that you appreciate their comment because it helps you to know what aspects of a lesson need additional coverage. In this article I have discussed only a few of the many activities that teachers can use to strengthen teacher-student relationships. The ideas and activities listed in this article are not an exhaustive list, but rather a beginning.
Use them to stimulate your thinking about what you can do to improve teacher-student relationships in your classroom. Research and practice indicate that students will become more motivated and that you will have fewer disciplinary problems. Even more important, both you and your students may experience an increased sense of pleasure from the time spent in the classroom.
Education Research Associates, Motivation in the Classroom. National Education Association, Lee Morganett is a professor of social studies education and educational psychology at Indiana University Southeast.