Relationship building and_hope
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Relationship building and_hope

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This Power Point presentation shows the value of hope and relationship.

This Power Point presentation shows the value of hope and relationship.

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Relationship building and_hope Relationship building and_hope Presentation Transcript

  • Producing Maximum Results, Through the Power of Relationship Building
  •  Isrelationship building a natural process What is HOPE How do you give HOPE to a student who feels hopeless
  • The longitudinal results of the studyindicated that children who experiencedwarm student-teacherrelationships performed better onthinking, language ability, and mathskills when compared to children whodid not experience such a warmrelationship . Peisner-Feinberg et al., 1999
  •  “A fundamental question for a student is, “Does my teacher like me?’ Given a rigorous, aligned curriculum, the answer to that simple question is our best predictor of student achievement.” Alice Terry, More Life Through Management
  • The quality of teacher-studentrelationships is the keystone for all otheraspects of classroom management. Marzano and Marzano, Dimensions of Learning
  •  80% of students entering schools feel good about themselves. By the end of 5th grade only 20% do. Only one in five high school students has a positive self- esteem. National Assessment of Educational Progress, National Parent Teacher Association
  • Birch and Ladd, further concluded thatconflict in Kindergarten children’steacher-child relationships wasassociated with a decline in children’spro-social behavior over time
  • Additionally, a child’s demonstration ofless pro-social behavior may negativelyaffect a child’s ability to develop andmaintain positive relationships withothers, including peers, thusperpetuating a cycle of behavioral andrelational difficulties.
  • The #1 stimuli thatdetermines the outcomeof your interaction with astudent labeled “at risk” is?
  • YOU
  • Control your energy – Control your outcome
  •  Don’t try to be cooler than you really are Project an atmosphere of “Accessible Control” Always be aware that the student knows where they are (in school) at all times
  •  Do not sacrifice your integrity to try to fit in with your students. Allow your students to experience a responsible adult, who can also relate to their lifestyle. Allow student’s to experience your light side, but always maintain a respectable authority. Remind students in subtle terms where they are and the responsibilities associated with that environment.
  • Every student is an individualwith different circumstances,motivations and needs.
  •  Look for elements of familiarity Are there any identifiable cultural icons Find a way to create common ground (for instance, “The Freedom Writers”) Take time to learn about another culture Go the extra yard, walk in your student’s shoes for a day (Steve Martin, CEO, Blue Cross/Blue Shield)
  • Every classroomdisruption is not a blatant act of disrespect
  •  Ascertain the intent of the disruption. Is the disruption a personal attack on you? Is the disruption a act to get attention? Is the disruption a cry for help? Is the disruption outside of the norm for that particular student’s character
  • When you discover the intentof the disruption (utilizing therelationship) you can noweffectively offer a solution tothe problem.
  • Gallup research has alreadyproven that “Hope” is amore powerful indicator of academic success andgraduation than GPA and ACT scores.
  •  Show me your HUNGER Show me your Hope Show me your Focus Show me your Commitment Show me your ActionsAnd I’ll show you your RESULTS
  • Producing maximum results, through the power of relationship building