Building Relationships SPED Department Chapter 9 Building Relationships SPED Department

1. What desired mental states and process should students reach as they build relationships with teachers and fellow students?   We desire a mental context conducive to learning. The teacher is someone who cares for them and their classroom is a friendly place.  Someone they can interact with where their input matters.  Enhancing student achievement. 2. What verbal and nonverbal behaviors that indicate affection help teachers develop positive relationships with students, and what verbal and nonverbal behaviors provide students with the sense their peers value them?  By verbally greeting students at the beginning of a class period, using students’ first names and asking how they feel, teachers can develop a positive relationship with their students. Attending a student’s after school function or self-monitoring physical behaviors in the classroom to ensure that affection and encouragement is being relayed to the students are examples of how teachers can develop positive relationships with students in a nonverbal manner. Teachers can also use verbal and nonverbal cues to ensure that students value their classmates and promote positive relationships among themselves. Examples of these cues are, creating a photo bulletin board to display each student’s photos, personal goals and interests for all the students to see or giving students leadership roles in the classroom.

3.   How do you currently go about acquiring information about students' backgrounds and interests and helping students understand each other's backgrounds and interests?  What changes would you make to your approach based on the strategies featured in table 9.2? At the beginning of the year, a questionnaire on student's interests was sent home and returned.  Also, students have a "news time", where they share news or interests to each other.   One change that I would make to acquire background knowledge and interests of my students is to implement a one-on-one conference with each student.  This will help identify anything new from the student.

4. Why do teachers need to display objectivity and control with their students? Describe a case in which you interacted with students in a negative way and how one of the strategies in table 9.3 could have helped you remain thoughtful and not overreact? Objectivity and Control: Veteran teachers will tell you that the best way to manage student behavior is to establish rapport. If the students ever believe that you don't like them, they will begin to defy you to no end. Deep down, everyone wants to be liked. When a teacher displays emotion that is perceived to be anger with a students, there is potential to damage that relationship. Even if you are angry, you must realize that the anger most likely stems from the fact that the student is not responding to your best efforts and you are frustrated. The student perceives this as anger towards them which is detrimental to any relationship.  Last year, I became frustrated with a group of students and began to raise my voice in an attempt to get their attention. One student told me that when I yelled like that, he was afraid that I would hit him. I realized that I was frustrated because my best attempts at behavior management had failed and the only tool left in my tool box was raising my voice. I realized how ineffective that was in the long run and how detrimental to my relationship with the students. I resolved not to raise my voice at students ever again, but to develop more tools for my behavior management toolbox.  All of table 9.3 is good and worthy of study, but what called out to me in particular was Self-care. I realized that the days when I was most frustrated with student behavior and life in general were on days when I had not had enough sleep the night before. So then I realized that student behavior might not be the problem as much as my attitude that I brought to school with me. Nowadays, I put more effort into my own recovery so that I could give my best at work and at home. It has made a noticeable difference in my attitude.

5.  Why should teachers periodically review how they are addressing the elements related to building relationships with their students?  What actions can they take relative to these three elements to better focus on building effective relationships? To ensure that students are continually feeling welcomed and accepted.  Reviewing these elements will help us as teachers to actively implement the strategies.  This will also help us to maybe change a strategy and try  new strategies to further our relationships with students. 6.  Consider the age group and grade level of the student you teach.  Do you believe you have a natural affinity for teaching students in this level of education?  Why or why not? I believe I have a natural affinity for teaching students at this age and in this level of education.  This is because at this point they are very inquisitive, for the most part enjoy learning, and I believe they are still babies.  I continue to give my students hugs and high fives.  It is critical to build a rapport with students.  Do so buildings positive relationships and affect students in a positive manner.  From my experience, they are usually more apt to please and will try harder to succeed.