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?
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 ActionsAnd I’ll show you your RESULTS
Producing maximum results, through the power of relationship building