Dos & Don'ts for Positive Student Relationships | TeachHUB
Teaching is a unique profession because its success is based heavily on knowledge, craft, and relationships. Here are my dos and don'ts for building positive. Here are 10 strategies teachers can try to build positive, respectful relationships with their students and work to establish rapport. By Stephanie Shaw - Building caring student relationships is key to they go home to, and we might be the only positive influence they have.
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.
10 Ways to Build Relationships With Students This Year
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.
- RATE THIS ARTICLE
- Create a List
- Article Sections
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. 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.
NEA - 5 Tips for Better Relationships With Your Students
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. 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.
Developing Positive Teacher-Student Relations
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. Let the student know you are disappointed that you have to invoke a consequence to his or her action.
Tell Johnny that you are disappointed that his actions have led to this situation.
Chapter 1. Developing Positive Teacher-Student Relations
Communicate an expectation that the student will do better in the future. Remind Johnny that, although you do not approve of his actions and do not like to send him or any student to the office, you like him and know that he will make a better choice next time.
Also tell him that you are there to support him and work through these issues with him in the future. In addition to your following these steps when correcting a student, it is important to keep some key philosophical precepts in mind.
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.
One of my favorite events each year is when my students visit my house for a PTO fundraiser. My whole family helps entertain the boys and girls, and kids start asking on the very first day when they get to visit. Opening a window to your world humanizes teachers and helps make you much more relatable and accessible to students. She realized she had been doing all of the talking. As teachers we talk a lot.
I know at times I monopolize the conversation. Be Real Let students see you make mistakes. They will learn more from watching how you react to a blunder than you could teach in an hour-long lesson. This year on the first day of school we went over our expectations for being good third graders, what each student will do, say, and be, etc. We discussed what it meant to be trustworthy, how we earn trust, and how we can break it.
I wrote the word out on chart paper and students took turns decorating it before it was hung up.