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 who are more engaged, motivated to learn, and improved behavior and academic performance. It also benefits parents by encouraging involvement, and benefits teachers by allowing them to focus on teaching.

1. POSITIVE RELATIONSHIPS
BY : RACHAEL WATSON

3. 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.

5. 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.

7. 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.

9. 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.

11. 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.

13. 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.”

15. 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.

16. • 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.

17. • 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.

19. • 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.

21. • 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.

23. 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.

24. • 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.

25. • Let the water roll off your back
Don’t let things affect you, be relaxed and easy-going even in the face of
adversity.

26. • Collaborate with your peers
Working together strengthens the relationship and builds loyalty

27. • Be open-minded
Be willing to embrace change or new ideas and open to take advice from
your peers.