Managing the Class, Forming Character: STRENGTHENING RELATIONSHIPS
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This document discusses how teachers can strengthen relationships with students and manage their classrooms effectively. It emphasizes that the teacher is the decisive element that determines the classroom climate and whether a child's experience is positive or negative. Teachers possess tremendous power to inspire students or humiliate them. The document then provides tips for building connectedness with students, both virtually and in-person, such as greeting each student daily, showing students your world, implementing check-ins, and celebrating student successes. Overall, it stresses that classroom management should focus on building students up rather than breaking them down.
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Managing the Class, Forming Character: STRENGTHENING RELATIONSHIPS
- 1. Managing the Class, Forming Children: How to Strengthen Relationships A TALK TO TEACHERS Mr. Luden Salamat
- 3. I havecometo a frightening conclusion I am the decisive element in theclassroom
- 4. It is my personal approach that creates the climate It is my daily mood that makes the weather
- 5. As a teacher I possess a tremendous power To make a child’s life Miserable or joyous
- 7. or an instrument of inspiration
- 8. I can humiliate or humor Hurt or heal.
- 9. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated
- 10. And a child humanized Or dehumanized. - Haim Ginott
- 11. It is the TEACHER who makes the difference in the classroom.
- 12. The Four Stages of Teaching
- 13. FANTASY
- 14. SURVIVAL
- 16. Worksheets
- 17. TEXTBOOKS
- 23. THINK ABOUT IT…
- 24. If you walk into a room of a teacher with strong classroom management skills, what would you expect the teacher and students to be doing?
- 26. What can you say about these pictures?
- 27. Why do we need to change the way we think of classroom management?
- 30. According to a study conducted by Child Trends (2015), there are seven critical skills most likely to increase the odds of success across all outcomes in which employers expect employees to have. (Lippman, Ryberg, Carney and Moore, 2015)
- 31. Social Skills
- 35. Intrapersonal Skills of Self-Control
- 38. Where will they get these experiences from?
- 40. Reasons Why Student- Teacher and Student-Student Relationships are Important
- 41. 1. Building positive relationships with students can lead to improved academic results.
- 42. 2. Feeling safe and comfortable can motivate both students and teachers to continue logging in to class.
- 43. 3. Having strong relationships with your students can make interactions with parents much easier.
- 44. 4. It can boost good behavior in teens for up to 4 years
- 45. 5. Positive student-teacher relationships have huge academic benefits for our most vulnerable students.
- 46. Challenges to Promoting Social and Emotional Learning with Students During Distance Learning
- 47. 1. It is hard to have casual one-on-one conversations, or small group discussions, on a video call.
- 48. Solutions:
- 49. 2. Without being together, you can’t engage your students with activities involving physical movement or choral response.
- 50. 3. Teacher and student presence is severely diminished on a computer screen.
- 51. Solutions:
- 52. Tips to Building Connectedness Virtually and Face to Face
- 53. Use soft start to ease the students into class each day.
- 54. 2. Do frequent check-ins for all students.
- 55. Daily Check - Ins
- 56. 3. Vary synchronous and asynchronous classes.
- 57. 4. Incorporate group work into most classes, mixing groups every two weeks.
- 58. You can use:
- 59. 5. Ask for student feedback regularly— consider soliciting “Friday Feedback” each week.
- 60. 1. Greet each student by name every single day
- 61. 2. Show students your world. Have a Teacher’s Corner
- 62. 3. Use the “2 x 10 Theory” to intentionally build relationships with your students.
- 63. 4. Offer remote office hours and actively encourage students to come.
- 65. Handshake at the door.
- 68. Renew a Sense of Community
- 71. Have Time to Celebrate Class Successes.
- 76. Remember, 96% of teachers report loving their job.
- 77. Teachers, you deserve to feel good doing what you love every single day.
- 78. Classroom Management should be about building character and students up, not breaking them down.
Editor's Notes
- This is a big end-goal for many educators, whose jobs include guiding students to fulfilling their academic potentials. Now relationships alone don’t guarantee that a student will perform better—they still need engaging and appropriate content instruction. But research has shown that more positive student-teacher relationships are associated with higher levels of student engagement in the short- and long-term for a variety of factors (attendance, academic grades, fewer disruptive behaviors, etc). These essential “supports for learning” can be seen as the base of the learning pyramid, necessary precursors to any intellectual rigor in the classroom. “People won’t care how much you know, until they know how much you care.” – Teddy Roosevelt
- Students clearly have more fun in a classroom where they have a personal connection with the instructor—it turns out that the same applies to teachers. A study in the European Journal of Psychology and Education found student-teacher relationships to be a strong predictor for increased joy and lower feelings of anxiety amongst teachers. Having positive relationships with your students can be just what you need to throw on your blue light glasses and log in for another digital class.
- A study by the University of Cambridge found that having a positive relationship with a teacher around the age of 10-11 years old contributes to “the development of ‘prosocial’ behaviours such as cooperation and altruism, as well as significantly reduce problem classroom behaviours such as aggression and oppositional behaviour.” Even more, those effects could last for years after student-teacher interactions, proving to be just as effective as anti-bullying initiatives at developing adolescents in a holistic manner.
- This means that focusing on relationships promotes equity in your classroom. The students who are most at-risk—those who are racially, socially, or economically marginalized or have learning disabilities—benefit the most from the quality of relationships they form with teachers. When Stanford psychologists used “belonging” interventions on middle school students at the beginning of the school year, a time when students most worry about belonging to their communities, the exercises helped first-generation and minority students find greater academic success.
- Master teachers know how to be fully present for their students, having a good pulse on the classroom and being able to adapt lessons based on body language or facial expressions. They also derive motivation and direction from students’ nods, questioning stares, or smiles of recognition during a lecture. For distance learning, teachers may not be able to see everyone on screen at once, especially when sharing a screen or giving a lecture. Not to mention technological issues that they may encounter, whether that be a broken microphone or loss of video. Furthermore, it is easy to get distracted by alerts or other websites on a computer, for teachers and students alike. There are numerous studies that speak to the issue of multitasking on laptops and the detrimental effects they have on learning; surely, this loss of attention can deteriorate any sense of community and relationships within the class.
- Possible solution: Use the “Gallery view” so that you can see everyone in a grid format during class. Structure as much interactivity as possible into lectures using EdPuzzle or PollEverywhere so that students can participate and have their voices be heard.
- Soft starts are the counterparts to school bells; rather than starting a lecture at 9:00am on the dot, students have a period of time to settle in, mentally transition from science to history class, re-engage their mental muscles with a puzzle or reading, and prepare themselves for the class ahead. One kindergarten teacher nicely described soft starts as “an invitation into the day”, offering students some space and choice in their learning experience. Here are a few soft start ideas that you can have students do virtually: Read an article or book of choice Play a game together, like Sporcle trivia or Guess It Math games and challenge problems Reflection questions and journal prompts (ex: Make a list of everything that inspires you — from books to websites to quotes to people to paintings to stores to the stars.) Talk to a classmate in a breakout room Jigsaw puzzles or artwork with materials at home These soft starts help support your students’ social, emotional, and mental needs during a period of time where they need it the most. You can do all of these either virtually or in-person, and this small piece of routine is sure to help students feel more supported and connected.
- This is most commonly seen in the form of a High and Low, where each student shares something positive and something negative they are experiencing that day (or week). You can also call it “Hype and Gripe” or “Rose, Thorn, and Bud”, with the “Bud” being something to look forward to. Make sure to give your students some wait time (1 – 2 minutes) to be introspective before asking them to share, and acknowledge every contribution to the group. If you keep things moving, the entire check-in can take less than 5 minutes while being a huge source of connection for your class. It reminds your students that every single voice matters, including theirs, and provides a safe environment for your students to share and respond to their emotional states.
- There is a mound of evidence that suggests cooperative learning to be significantly helpful towards student learning and socialization. You can utilize a range of strategies to incorporate group work into each class like shared projects on Google Drive, discussions with the Jigsaw method, or competition on Quizlet Live. Even while doing independent practice, many students enjoy having a peer around to collaborate with and as the point-person for tricky questions. If you can, utilize Zoom breakout rooms and pre-assign students into appropriate groupings, changing up the groups every few weeks. This gives students opportunities to interact and work with each other from afar, building student-student relationships while deepening their learning.
- This could be in the form of an exit ticket, student focus groups, a Google Forms survey, an ungraded quiz, or a video reflection on FlipGrid. You can get creative and mix up the medium of feedback, but keep it simple—complexity is the enemy of execution! It is important that students feel like they have a say in their learning experiences, and your solicitation of feedback helps you adjust class to help them learn while communicating that you value their input. Here is a great Cult of Pedagogy article on how and why to ask students for feedback.
- This one is an obvious, but important one. By greeting your students by their names (or nicknames), you signal to them that you do care about their arrival and are excited about their individual presence. Some teachers even insist that the students unmute themselves and say hello back with a wave, and this simple act gets students engaged and present right at the start.
- Tell stories about your family, bring your dogs into class for a guest appearance, and show them what you ate for breakfast/lunch. Even better, share with students your fear of heights, your struggles with getting your kids to eat vegetables, and your active efforts to stay positive while living in the era of Covid-19. Students love to get an insider’s look into their teachers’ lives, and they will appreciate your willingness to open up and share your world with them. Encourage them to do the same with “bring your pet to school” days or show-and-tell breaks.
- The 2 x 10 Theory was pioneered by Canadian principal Myron Dueck, who felt that teachers could spend 2 minutes a day for 10 days trying to connect with challenging students. Even if the student exudes no desire to connect, a teacher can subtly plan quality time with that student and show that they care. That may be asking about their family before class, getting their feedback on activities, soliciting their help with set-up or reminders, checking in with them during circuit work, etc. There is a good chance that your student will open up to you before 10 days is over! That is a tiny portion of class that could yield great outcomes in building positive relationships with all students.
- There is no question that some students will find it difficult to engage on a conference call with the whole class, preferring to consult with you individually. Others might need to babysit their younger siblings during class or have faulty internet connectivity, causing attendance to be sparse and learning + connection to drop. To meet the needs of all learners, teachers can offer remote office hours 1 – 2 times per week via video conference or phone call. You can contact individual students and encourage them to show up— a simple “I’d love to help you work through this assignment. Can you come to tomorrow’s office hours?” will be enough for most students. Another great tactic is to require all students to meet with you at least once, even for 5 minutes, early in the school year. This will show them that office hours aren’t so scary, and can give you the time you need to make those personalized connections. By the way, check out our free teaching strategy discovery tool.