Teacher-Student Relationship
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Here are some suggestions for Ms. Palmer in this situation: 1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone. 2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed. 3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student. 4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised. 5. Praise and positively reinforce other
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Teacher-Student Relationship
- 1. Cindy Radita Dias Tiara Putri Utomo Intan Pertiwi Nur Kholis Classroom
- 2. Demonstrating personal interest in students Every student wants to be understood, appreciated, and recognized his/her unique, skills, interests, personalities, and needs. Strong foundation/relationship If the teacher understand and tries to demonstrate it. All students appreciate the personal attention of the teacher.
- 3. Three strategies to show interest in students as individual: 1. Discovering and incorporating students’ personal interests into academics 2. Noticing individual accomplishments and important events in students’ lives 3. Interacting with students as individual.
- 4. (Marzano, 2005:60) 1. Students’ interest survey How to discover students’ personal interest into academics?
- 5. 2. Teacher-Student Conferences 3. Informal conversations 4. Taking notice to the students’ outside school activities
- 6. 1. Gain the information from parent-teacher conference. How to notice individual accomplishments and important events in students’ lives ?
- 7. 2. Develop good relationship with extracurricular teachers 3. Read any media at school and listen to the school announcement
- 8. 4. Compliment students for their achievements in and outside school
- 9. What interactions can I have with the students? 1. Meet the students at the door as they come 2. Find time to talk informally with students 3. Make a positive phone call home 4. Take photos of students for room display 5. Attend an after-school activities which involves students 6. Meet a couple of students each day 7. Greet students by name
- 10. Behaving Equitably and Responding Affirmatively Question In Teacher – Students Relationship
- 11. Students who see that teachers are interacting with them in affirming, positive, and equitably ways are more likely to approach learning with a positive attitude. Students are more likely to feel accepted and valued when teachers use behaviors that are equitable toward all students. TESA (Teacher Expectations & Students’ Achievement)
- 12. Madeline Hunter (1969) Positive Message Powerful Negative “Questioning was particularly pertinent to the teacher- student relationship”
- 13. Recommendation for Classroom Practice… 1. Physical gestures and movements 3. Affirmative reactions to incorrect responses 2. Positive interaction strategies
- 14. 1. Physical Gestures and Movements Eye Contact Moving Around the Room Looking and Listening
- 16. 2. Positive Interaction Strategies Attribute ideas and comments to those who offered them. Encourage everyone’s participation. Provide appropriate “wait time”
- 17. 3. Affirmative Reactions to Incorrect Responses Negative Positive Don’t tell students that they should have known the answer. Don’t ignore a response. Avoid subjective comments about incorrect answers Don’t allow negative comments from other students. Provide correctives. State the question that the incorrect response answered Encourage collaboration. Restate the question. Give hints and cues. Let students opt out Provide the answer and ask for elaboration. Acknowledge the student’s participation.
- 19. • Assertive behavior is “the ability to stand up for one’s legitimate rights in ways that make it less likely that others will ignore or circumvent them” Definition (Emmer, Evertson, Worsham, 2003:146)
- 20. • Use of assertive body language • Use of appropriate tone of voice • Persisting until the appropriate behavior is displayed A Set of Relatively Specific Teacher Behaviors
- 23. Speaking clearly and deliberately Using a slight pitch Avoiding any indication of emotion
- 24. Not ignoring an inappropriate behavior Not being diverted by a student misbehavior Listening to legitimate explanation
- 25. 5 Distinct Styles of Communication Assertive Connector The Apathetic Avoider The Junior Therapist The Bulldozer The Hider
- 31. Being Aware of the Needs of Different Types of Students 1. Passive a. Fear of relationships b. Fear of failure 2. Aggressive a. Hostile b. Oppositional c. Covert 3. Attention Problems a. Hyperactive b. Inattentive 4. Perfectionist 5. Socially Inept
- 32. Questions • Arum: shouldn’t allow students’ negative comment. Other friends tend to give negative comment to students have wrong answers, how to overcome? • Hafida: - not all students can express their “thing”. Students introvert, how to overcome? - is not engaged in other tasks? • Kunta: can we as teacher do those kinds of things for we only meet students twice a week. ?? • Dewi: teacher teaches JHS student, too close, is that wrong? • Septian: - the teacher should know the students’ behavior, how far? - choosing students to answer question, they avoid eye contact. How?
- 33. Problem 1 Mr. Dion is surprised that he and one of his students have the same interest. Both of them like to watch animation movie. To build strong relationship between them, what suggestion do you give to Mr. Dion?
- 34. Problem 2 Ms. Diane has problem with her class in which the students are so quiet and even become invisible in the classroom. She gets difficulty in discovering the students’ interest. What do you suggest to Ms. Diane?
- 35. Problem 3 Ms. Palmer is a young teacher in high school in which she teaches freshmen. Sometimes, there is always a freshman who always confront and be mad at her about the rules or grade in the class. He starts to yell and intimidate Ms. Palmer. What do you suggest to Ms. Palmer who is a young teacher?
Editor's Notes
- Based on Marzano’s book, TESA inferences to teachers make about future behavior or academic achievement of their students based on what they know about these students now.
- Pertinent: applicable, relevant When a teacher asks a question about academic content and a student responds incorrectly, how the teacher interacts with the student conveys a powerful negative or positive message Some actions might communicate to students that it is better for them not to respond if they aren’t sure their answer is correct. Other actions tend to communicate to students that any response they have is welcome, but they are responsible for providing thoughtful responses.
- In order to behaving equitable toward our students, these are some strategies that can be the recommendation for classroom practice
- 1.In order to make our presence noted by the students we have to make eye contact with every students. Thus, it will lead them to have awareness and respect toward us. Making eye contact also make us look firm, 2. 3. So, the first strategy is through that. Without using verbal communication, we can do this to still behave equitably.