Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Uploaded byrach189
PPTX, PDF886 views

Positive relationships

This document discusses the importance of developing positive relationships between teachers and students, teachers and parents, and teachers and other teachers. It provides several strategies for teachers to build these positive relationships, including communicating high expectations, calling on all students equitably, increasing wait time when questioning students, telling students they are capable, and correcting students constructively. Developing positive relationships leads to students being more motivated, parents being more involved, and teachers being better able to focus on teaching.

Education◦
Downloaded 21 times
POSITIVE RELATIONSHIPS BY : RACHAEL WATSON
INTRODUCTION • Positive relationships are the building block of happiness. They ignite in us a feeling of fulfillment and overall we feel supported and connected. Positive and supportive relationships help us feel happier, healthier and more satisfied with our lives. “The most important single ingredient in the formula of success is knowing how to get along with people.” – Theodore Roosevelt. So it is essential that we build positive relationships as it paves the way for success and fosters betterment of life.
DEVELOPING POSITIVE STUDENT- TEACHER RELATIONSHIPS 1. COMMUNICATING POSITIVE EXPECTATIONS • Student behavioral and academic performance is greatly determined by the expectations OF notable adults in the lives of the students. Teachers have such a tremendous impact on their students that the mere desire for them to succeed or the expectations set for students by teachers eventually manifest into students’ self-fulfilling prophecies. So it is important that teachers not only focus on high-achievers but also remember to set the same limit/expectation for every student.
2. CALL ON ALL STUDENTS EQUITABLY • It is essential that teachers remember to give equal opportunities to all learners when calling on them to answer questions. There is the great tendency to only/mainly call on high-achievers knowing that they would answer correctly and keep the lesson flowing smoothly. Neglecting particular students indicates to them that you believe they are incapable of answering your questions and lowers their self-confidence. It may also cause behavioural problems as students’ minds stray from the task at hand. Keeping a checklist during class discussions is a great strategy to ensure that they are more equitable.
INCREASE LATENCY PERIODS WHEN QUESTIONING STUDENTS “Latency is the amount of time that elapses between the moment you give a student a response opportunity and the moment you terminate the response opportunity.” Teachers tend to fall in the habit of giving more time to students when they have confidence in their ability to answer a question. Quickly giving up/giving less time to a low-achieving students clearly indicates to them and their peers that you have no expectation of them coming up with the correct answer. Additionally, the struggling student sees this an easy way out of answering questions, realizing you’ll move on to the next when they give you a confused look or blank stare. In extending the latency period for low- achievers, you’ll notice that these students will pay more attention, actively participate in discussions and lessen their behavior issues.
TELL STUDENTS THEY HAVE THE ABILITY TO DO WELL By directly telling students they have the ability to do well, you impart a very powerful message to them. Every child needs to have atleast one important adult in their life who believes they can do well and what a privilege it would be as a teacher, to be that significant adult in their lives.
CORRECTING STUDENTS IN A CONSTRUCTIVE WAY Instead of correcting students in a manner that signifies low expectation or disgust, teachers should aim to provide a quick, fair, and meaningful consequence while at the same time communicating that you care for and respect the student. Students should reflect on their behavior and choose their behaviors more wisely in the future as oppose to going away thinking, “I hate my teacher. I'm going to be sure I don't get caught next time.”
DEVELOPING POSITIVE PARENT- TEACHER RELATIONSHIP • Smile When You See Parents • Learn Their Names- How they like to be addressed and proper pronunciation • Communicate Often and in Various Forms: By means of emails, calls or conferences, parents and teachers can share necessary information about the child. The more they communicate, the better equipped they are to help that child excel academically.
• Listen to Parents Allow parents to be part of the decision making processes in terms of their children in the classroom. This will build trust and respect. • Share Every Success Hold nothing back. Parents want to know that they are on the right track. Sharing a child’s success, even the simplest things, could boost parents' drive.
• Parents Benefit Positive parent-teacher communication is vital as it has a ripple effect on the extent and quality of parents' home involvement with their children's learning. Communicating good news to parents more frequently than bad, encourages them to want to continue helping their children and they develop a greater appreciation for the important role they play in their children’s education.
• Students Benefit When parents become involved in students’ academics, they are more motivated to learn, take interest in their homework and assignments and improve their behaviour.
• Teacher benefits Teachers are able to better focus on the actual teaching of the children and cater to their needs when there is proper communication between them and their students’ parents.
DEVELOPING POSITIVE TEACHER- TEACHER RELATIONSHIPS • Encourage and show kindness and humility Essentially treat your co-workers as you would like to be treated. Don’t think that you are better than any one of them.
• Refuse to engage in gossip or hearsay Gossip may seem like a harmless behavior but it will damage your career if you continue to engage in it. If you cannot say something to someone to their face, don’t say it at all.
• Let the water roll off your back Don’t let things affect you, be relaxed and easy-going even in the face of adversity.
• Collaborate with your peers Working together strengthens the relationship and builds loyalty
• Be open-minded Be willing to embrace change or new ideas and open to take advice from your peers.
Positive relationships