In this era teachers have to be proactive and should have know how of the ways to deal with students' problems in as many ways as they can

1. DEVELOPING POSITIVE RELATIONSHIP WITH
STUDENTS
Teacher As a Counsellor
Ambreen Shabana
Anam Khan
BS (Hons.) Speech and Language Pathology
M.Sc. Speech and Language Pathologist

2. Recall one person who has had a significant influence in
helping you discover and develop your gifts, who
confirmed your potential, inspired you, or who helped you
find meaning and direction in life.

3. What do you feel were
the most significant
characteristics of this
person’s relationship
with you?

4. The teachers who
inspired and helped
us were surely
nearly always the
ones who took us
seriously, who
believed in us and
gave us a stronger
sense of our self-
worth and
potential.
– Cardinal Basil Hume

5. COUNSELING
 Counseling provides an opportunity to talk with a
person to discuss issues, conflicts with friends,
relationship breakdown, domestic violence, anxiety,
depression, grief, sexual problems, childhood
sexual abuse, stress and classroom related
tensions and disputes.
 Counseling is designed to facilitate student
achievement, improve student behavior and
attendance, and help students develop socially

6. MISCONCEPTIONS
 Counseling only deals with disciplinary and
serious mental and emotional problems.
 Seeking for counseling help means the person
is weak.
 It is awkward to talk to the counselor/teacher
about my personal issues.
 Other people/students will know if I’m going to
talk to teacher separately or teacher is giving
me extra attention after school.

7. ACTIVITY

8. My parents are
separating and
I’m always sad
and can’t focus in
class.
I’m getting teased,
everyone makes fun
of me and I don’t
want to come to
school.
PG-KG
1-3
4 & 5
I get anxious
and stressed
during exams
and end up
being sick.

9. WELL DONE !!!!

10. WHAT DO GOOD TEACHER-STUDENT
RELATIONSHIPS LOOK LIKE AND WHY DO THESE
RELATIONSHIPS MATTER?
 Teachers who foster positive relationships with their
students create classroom environments more
conducive to learning and meet students'
developmental, emotional and academic needs.

11.  Successful teachers are those that have the ability
to maximise the learning potential of all students in
their class and focus on the well being of students.
 Developing positive relationships between a
teacher and student is a fundamental aspect of
quality teaching and student learning.

12. “The quality of teacher-student
relationships is the keystone
for all other aspects of
classroom management.”

13. SIGNS OF POSITIVE
TEACHER-STUDENT
RELATIONSHIPS
 Assess yourself

14. 1. They provide structured environment
2. They teach with enthusiasm and passion
3. They display a positive attitude
4. They make learning fun
5. They show an interest in your student’s lives
outside the classroom
6. They treat students with respect.
7. They create a secure and safe environment
for students.
8.They keep themselves calm and have plenty of
patients even after a tiresome day.
And many many more…

15. HERE ARE SOME CONCRETE EXAMPLES OF
CLOSENESS BETWEEN A TEACHER AND A STUDENT:

16.  A fourth grade boy who is struggling in math shows
comfort in admitting to his teacher that he needs
help with multiplying and dividing fractions even if
most of the students in the class have moved
beyond this work.

17.  A middle school girl experiences bullying from other
students and approaches her social studies teacher
to discuss it because she trusts that the teacher will
listen and help without making her feel socially
inept.

18. ACTIVITY
CAN YOU ACT ????
DUH! OF COURSE

19. IMPROVING STUDENTS' RELATIONSHIPS WITH
TEACHERS TO PROVIDE ESSENTIAL SUPPORTS
FOR LEARNING
 Improving students' relationships with teachers has
important, positive and long-lasting implications
for both students' academic and social
development.
 Solely improving students' relationships with their
teachers will not produce gains in achievement.
However, those students who have close, positive
and supportive relationships with their teachers will
attain higher levels of achievement than those
students with more conflict in their
relationships.

21. WHAT DO YOU EXPECT FROM YOUR
STUDENTS
 Let’s see what they expect from you

22. Interaction is a cycle…
Student
Behavior
Adult
Feeling
Adult
Reaction
Student
Feeling

23. • Don't assume that being kind
and respectful to students is
enough to strengthen
achievement. Ideal
classrooms have more than a
single goal
• Don't wait for negative
behaviors and interactions to
occur in the classroom.
Instead, take a proactive
stance on promoting a
positive social experience
• Make an effort to get to know
and connect with each
student in your classroom.
• Make an effort to spend time
individually with each
student, especially those who
are difficult or shy
• Be aware of the explicit and
implicit messages you are
giving to your students

24. WELL BEING – STRATEGY
 video

25. • Don't assume that
relationships are
inconsequential/insignificant.
• Be aware that students will
often adopt the strategies
that you use. They notice
negative strategies, too, such
as yelling at students or
making mean or disrespectful
jokes about colleagues
• Create a positive
climate in your classroom
by focusing not only on
improving your
relationships with your
students, but also on
enhancing the
relationships among your
students
• show genuine care for
your students – both as
learners and as people.

26. HOW TO DEVELOP POSITIVE RELATIONSHIPS WITH
YOUR STUDENTS:
 Show your pleasure and enjoyment of students.
Example : PG+KG
 Interact with students in a responsive and
respectful manner.
Example: Nursery T+PG
 Offer students help (e.g., answering questions in
timely manner, offering support that matches
students' needs) in achieving academic and
social objectives.
Example: Nursery C+ Class 3

27.  Help students reflect (self assess) on their
thinking and learning skills.
Example: KG + II- T/C
 Know and demonstrate knowledge about
individual students' backgrounds, interests,
emotional strengths and academic levels.
Example: Class I-T/C

28.  Avoid showing irritability or aggravation
toward students.
Example: Class IV
 Acknowledge the importance of peers in schools
by encouraging students to be caring and
respectful to one another.
Example: Class V

29. AMAZING 

30. “I’ve come to the conclusion that I am the
decisive element in my classroom. It is my
personal approach that creates the climate.
It is my daily mood that makes the weather. I
possess tremendous power to make my students
lives miserable or joyous. I can be a tool of torture
or an instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations, it is MY
response that decides whether a crisis will be
escalated or de-escalated and a person
humanized or dehumanized.”
Dr. Haim Ginott

31. THANKYOU