Ideas for relationship building with students

10 Ways to Build Relationships With Students This Year | Scholastic

ideas for relationship building with students

So it makes sense that developing positive teacher-student relations is one of the most He goes on to assert that relationships are perhaps more important at the .. Also, sharing other ideas with teachers on frustration- and stress-reducing. Successful teachers are those that have the ability to maximise the learning potential of all students in their class. Developing positive relationships between a. Developing Relationships with Difficult Students. Four simple strategies can help forge a positive teacher-student relationship. By: Lori Rakes & Audra Parker.

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.

  • Correcting Students in a Constructive Way
  • Association for Middle Level Education
  • RATE THIS ARTICLE

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.

ideas for relationship building with students

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.

ideas for relationship building with students

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.

Developing Relationships with Difficult Students

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. 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.

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. First of all, remember to correct the student in a private location. Although it is not always possible to remove a student from the classroom, do your best to prevent visual access by other students as you discipline.

Public correction can foster feelings of anger, embarrassment, and bitterness; it can also become a sideshow for the other students. Finally, remember to stay calm and avoid frustration. The worst thing you can do is to invoke a consequence when you are angry or upset, as this can lead to regrettable actions on your part.

ideas for relationship building with students

Key Philosophical Precepts When Correcting Students Correct in a private location Treat students as you want your own children treated Stay calm Avoid frustration It is also important to follow certain steps after disciplining a student.

These steps are shown in Figure 1. Steps to Follow After Disciplining a Student Touch base with the student Acknowledge postdisciplinary successes Don't give up too quickly Let's go back to the example of Johnny, in which he earned an office referral because he hit Sam. Here are some actions you could take: Touch base with the student.

ideas for relationship building with students

Follow up with Johnny after the consequence, checking to see how he's doing and simply making contact with him. The next time Johnny has difficulty with a student and handles the situation more appropriately, such as by verbalizing his displeasure rather than using his fists, be sure to acknowledge his behavior and praise him for making the right choice.

Don't give up too quickly. Finally, don't forget that some students respond negatively to positive attention. In such cases, it may appear that the student doesn't want the positive attention. What may actually be happening is a gradual change in the student's self-concept.

When students are used to getting into trouble and having negative attention, it takes a while to break this cycle. Often it is just a matter of time before the student starts to show the positive effects of this attention, so don't give up! Students will recall how you made them feel long after they have forgotten the consequence they earned as a result of their actions. 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.

5 Tips for Better Relationships With Your Students

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.

Chapter 1. Developing Positive Teacher-Student Relations

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. Occasionally a student will be reluctant to accept disciplinary actions, such as staying a few minutes after class, changing seats, or taking a detention slip. It is only fair that I treat everyone the same. To give you special treatment would be showing favoritism.

Build Goodwill on Good Days Too often teachers only interact with students when there is a disruption. When things are going well and students are quietly reading, doing their work, or listening attentively, we just silently accept this situation and enjoy the respite from having to correct misbehavior. Yet this is the time to build a little goodwill by commenting on how much you appreciate your students' good study habits. Here's a great opportunity to use statements like these: I see that everyone is in the right seat.

If a teacher is open to receiving feedback, this can bring about a better level of mutual respect. If a student raises a concern about a school policy, an assignment, or grading, we discuss it. Some of the topics that I use for composition assignments came from students and it was their suggestion that resulted in checklists used for grading projects.

Categories: