Elements of positive student teacher relationship

Strategies for Building a Productive and Positive Learning Environment

elements of positive student teacher relationship

understanding of the student-teacher relationship from the perspective of the fifth the classroom elements that have been empirically demonstrated to be vital . Relationships, whether positive or negative in nature, have proven to have. student relationships, as well as, specific components to the interactions considered .. Pianta report that positive student-teacher relationships are a valuable. A positive relationship with the teacher can also be a model for other students, and can help foster a student's sense of belonging to the school community.

Relationships between teachers and students, among students, and between teachers and parents are all important contributors to the classroom environment.

Teacher—student relationships The teacher—student relationship, which is extremely important, takes time and trust to build.

Chapter 1. Developing Positive Teacher-Student Relations

Students trust and respect teachers who establish clear behavioural expectations and meaningful goals for learning and behaviour, and who follow up consistently. Students know that their teacher cares about them and their individual needs when: Sample strategies to win over students Meet students at the door at the beginning of every day. Demonstrate a personal interest in students. Take time in class and in the hallways or on the playground to talk with students about their lives outside of school.

elements of positive student teacher relationship

Students of any age generally respond positively when a teacher smiles at them and acknowledges them by name, especially in the hallway or on the playground.

This simple action lets students know they matter and are valued as individuals within the school community. Smile, use humour and show enthusiasm. Being able to see the lighter side and injecting humour into the day goes a long way toward bringing students on side and diffusing potentially negative interactions. Let students know when you are particularly enjoying the teaching role.

Many students, and particularly those with behaviour disabilities, have emotional bank accounts that are close to empty. Focus on facts rather than perceptions. Self-awareness is a key component for managing stress.

elements of positive student teacher relationship

By taking proactive steps to increase their own self-awareness, staff who work with students with behaviour disabilities can: Increased self-awareness involves a more accurate understanding of how students affect our own emotional processes and behaviours, and how we affect students, as well. Our development as teachers depends on our willingness to take risks and regularly ask ourselves which of our own behaviours are helping or hindering our professional growth. Working with students who are in emotional turmoil can be stressful.

Consistently responding in a calm and professional manner takes conscious effort. School staff who are aware of their own emotional triggers are more likely to minimize the frequency and intensity of counterproductive power struggles.

Use positive reinforcement Most school staff recognize the power and necessity of using positive reinforcement. By consciously noticing and reinforcing positive behaviour, the classroom becomes a more positive environment.

Key Element 1: Positive relationships – Supporting Positive Behaviour

However, teachers who work with students with behaviour disabilities can become so attuned to problem behaviours, they inadvertently neglect to recognize and build on positive behaviours and strengths.

Systematically self-monitoring your own use of praise will increase the likelihood that you will use praise and encouragement more consistently and frequently. A number of research studies show that when the rate of positive reinforcement increases, the classroom becomes a happier and less stressful place for both students and staff.

The Penny Transfer Technique This is a simple strategy for shifting your focus from problem behaviour to positive behaviour. Take five pennies and place them in your left pocket. Identify students who regularly need prompting and reminders. Choose an individual student whose behaviour is interfering with learning. Every time you are able to verbally encourage that student for something he or she does well, transfer a penny to your right pocket.

Your goal is to move all five pennies to the right pocket by the end of the day. Repeat this exercise each day for two weeks. After one week, take a few minutes to reflect on how this strategy has affected your behaviour.

Strategies for Building a Productive and Positive Learning Environment

Are you beginning to automatically notice positive behaviours of more students? Has this changed the behaviour of the student? What kind of data do you need to collect to answer this question?

elements of positive student teacher relationship

Talk with colleagues School staff need safe places to express their feelings and frustrations, and recharge their emotional batteries.

Talking with supportive colleagues and community partners who work in the school is one of the most effective coping strategies. Use humour Many educators feel that an appropriate sense of humour is absolutely essential for long-term success in working with students.

Students with behaviour disabilities often are trying to make sense out of a variety of highly charged emotional stressors e. A recent study Talbot and Lumden found that teachers who were more likely to use humour in their classroom reported lower emotional exhaustion and a higher sense of personal accomplishment.