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Developing positive relationship with the students
The document highlights the importance of positive teacher-student relationships in promoting student achievement and emotional well-being. It outlines the characteristics and behaviors that foster such relationships and emphasizes that teachers should be proactive in building connections with their students. Additionally, it addresses misconceptions about counseling and the need for supportive environments in schools.
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Developing positive relationship with the students
- 1. DEVELOPING POSITIVE RELATIONSHIPWITH STUDENTS Teacher As a Counsellor Ambreen Shabana Anam Khan BS (Hons.) Speech and Language Pathology M.Sc. Speech and Language Pathologist
- 2. Recall one personwho has had a significant influence in helping you discover and develop your gifts, who confirmed your potential, inspired you, or who helped you find meaning and direction in life.
- 3. What do youfeel were the most significant characteristics of this person’s relationship with you?
- 4. The teachers who inspiredand helped us were surely nearly always the ones who took us seriously, who believed in us and gave us a stronger sense of our self- worth and potential. – Cardinal Basil Hume
- 5. COUNSELING Counseling providesan opportunity to talk with a person to discuss issues, conflicts with friends, relationship breakdown, domestic violence, anxiety, depression, grief, sexual problems, childhood sexual abuse, stress and classroom related tensions and disputes. Counseling is designed to facilitate student achievement, improve student behavior and attendance, and help students develop socially
- 6. MISCONCEPTIONS Counseling onlydeals with disciplinary and serious mental and emotional problems. Seeking for counseling help means the person is weak. It is awkward to talk to the counselor/teacher about my personal issues. Other people/students will know if I’m going to talk to teacher separately or teacher is giving me extra attention after school.
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- 8. My parents are separatingand I’m always sad and can’t focus in class. I’m getting teased, everyone makes fun of me and I don’t want to come to school. PG-KG 1-3 4 & 5 I get anxious and stressed during exams and end up being sick.
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- 10. WHAT DO GOODTEACHER-STUDENT RELATIONSHIPS LOOK LIKE AND WHY DO THESE RELATIONSHIPS MATTER? Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students' developmental, emotional and academic needs.
- 11. Successful teachersare those that have the ability to maximise the learning potential of all students in their class and focus on the well being of students. Developing positive relationships between a teacher and student is a fundamental aspect of quality teaching and student learning.
- 12. “The quality ofteacher-student relationships is the keystone for all other aspects of classroom management.”
- 13. SIGNS OF POSITIVE TEACHER-STUDENT RELATIONSHIPS Assess yourself
- 14. 1. They providestructured environment 2. They teach with enthusiasm and passion 3. They display a positive attitude 4. They make learning fun 5. They show an interest in your student’s lives outside the classroom 6. They treat students with respect. 7. They create a secure and safe environment for students. 8.They keep themselves calm and have plenty of patients even after a tiresome day. And many many more…
- 15. HERE ARE SOMECONCRETE EXAMPLES OF CLOSENESS BETWEEN A TEACHER AND A STUDENT:
- 16. A fourthgrade boy who is struggling in math shows comfort in admitting to his teacher that he needs help with multiplying and dividing fractions even if most of the students in the class have moved beyond this work.
- 17. A middleschool girl experiences bullying from other students and approaches her social studies teacher to discuss it because she trusts that the teacher will listen and help without making her feel socially inept.
- 18. ACTIVITY CAN YOU ACT???? DUH! OF COURSE
- 19. IMPROVING STUDENTS' RELATIONSHIPSWITH TEACHERS TO PROVIDE ESSENTIAL SUPPORTS FOR LEARNING Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.
- 21. WHAT DO YOUEXPECT FROM YOUR STUDENTS Let’s see what they expect from you
- 22. Interaction is acycle… Student Behavior Adult Feeling Adult Reaction Student Feeling
- 23. • Don't assumethat being kind and respectful to students is enough to strengthen achievement. Ideal classrooms have more than a single goal • Don't wait for negative behaviors and interactions to occur in the classroom. Instead, take a proactive stance on promoting a positive social experience • Make an effort to get to know and connect with each student in your classroom. • Make an effort to spend time individually with each student, especially those who are difficult or shy • Be aware of the explicit and implicit messages you are giving to your students
- 24. WELL BEING –STRATEGY video
- 25. • Don't assumethat relationships are inconsequential/insignificant. • Be aware that students will often adopt the strategies that you use. They notice negative strategies, too, such as yelling at students or making mean or disrespectful jokes about colleagues • Create a positive climate in your classroom by focusing not only on improving your relationships with your students, but also on enhancing the relationships among your students • show genuine care for your students – both as learners and as people.
- 26. HOW TO DEVELOPPOSITIVE RELATIONSHIPS WITH YOUR STUDENTS: Show your pleasure and enjoyment of students. Example : PG+KG Interact with students in a responsive and respectful manner. Example: Nursery T+PG Offer students help (e.g., answering questions in timely manner, offering support that matches students' needs) in achieving academic and social objectives. Example: Nursery C+ Class 3
- 27. Help studentsreflect (self assess) on their thinking and learning skills. Example: KG + II- T/C Know and demonstrate knowledge about individual students' backgrounds, interests, emotional strengths and academic levels. Example: Class I-T/C
- 28. Avoid showingirritability or aggravation toward students. Example: Class IV Acknowledge the importance of peers in schools by encouraging students to be caring and respectful to one another. Example: Class V
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- 30. “I’ve come tothe conclusion that I am the decisive element in my classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make my students lives miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is MY response that decides whether a crisis will be escalated or de-escalated and a person humanized or dehumanized.” Dr. Haim Ginott
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