1. Design Question 8 - Element 37
Using Verbal and Nonverbal Behaviors that Indicate Affection for Students
Design Question 8 - Element 37

2. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students
How will you use verbal and nonverbal behavior to demonstrate and foster respect for student thinking and initiative?

3. Before we begin…
Before we begin talking about element thirty-seven, let’s be sure that there is an understanding about how the elements in Design Question 8 are related. This is important as you plan your lessons.
Directions: watch the video on the next slide. Please take notes, documenting how the elements in Design Question 8 are related.

4. Introduction to Design Question 8
How do the elements in Design Question 8: Establishing and Maintaining Effective Relationships with Students relate to each other?
Introduction to Design Question 8

5. How do the elements in Design Question 8 relate to each other?
Elements 36, 37, & 38 from Design Question 8 address teacher-student relationships
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.
Student success can be attributed when teachers intentionally give students the sense that he/she is providing guidance and control both academically and behaviorally
Student success can be attributed when teachers provide a sense that everyone in the classroom is part of team, a true community of learning.
Now let’s talk about element 37, specifically.
Rimm-Kaufman, Sara, PhD, and Lia Sandilos, PhD. "Improving Students' Relationships with Teachers to Provide Essential Supports for Learning."
American Psychological Association, n.d. Web. 02 June 2016.

6. Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

7. Review Scale for Element 37

8. Desired Effect for Student Learning
Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 37 is “Students’ perceptions of acceptance and sense of community are enhanced as a result of the teacher using verbal and non-verbal behaviors that indicate affection for students.” To receive an Innovating rating, the teacher must adapt and create new strategies for unique student needs and situations in order for the desired effect to be evident in ALL students.

9. Before watching the videos, think about…
How do you create a positive classroom culture?
How do you foster a safe learning environment?
How do you express care and concern for your students?

10. Examples of Element 37 Creating a “Comfortable” Classroom Environment
Advisory: Check-In and Support
Building Student-Advisor Relationship
Making it Personal in the Classroom
Star Student of the Day
Inquiry-Based Teaching: Supporting Quieter Students
The Wingman: Engaging Reluctant Students
Build Relationships: Teach More Than “Just Math”

11. Now that you have watched the video, reflect…
To achieve an Applying rating, how could you monitor evidence of the quality of relationships in the classroom in the majority of students? Need monitoring ideas? Click here
To achieve an Innovating rating, what are some ways you can adapt and create new strategies for using verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative that addresses ALL unique student needs and situations? Need adaptation ideas? Click here

12. Remember… Positive, supportive relationships help students develop socially and emotionally, and help you to effectively manage your classroom.
Show Interest in Students' Lives
Teachers can cultivate a positive relationship by knowing students by name; asking them what they thought of recent occurrences, such as a sports game, popular movie, or song; asking them what they're interested in; and simply inquiring whether school is going well for them.
Advocate for Students
Teachers can promote the perception of teacher advocacy by setting up times when students can talk individually with them, asking struggling students if they need assistance, and helping struggling students determine what they need to work on most.
Never Give Up on Students
Even when students don't perform well or when they get behind in their assignments, the teacher continues to offer ways to help them catch up.
Act Friendly
Many teacher behaviors promote this perception of friendliness. For example, a teacher might banter or joke with students; smile or make eye contact; or, when appropriate, place a hand on a student's shoulder or pat a student on the back.
Marzano, Robert J. "Art and Science of Teaching / Relating to Students: It's What You Do That Counts." Educational Leadership: What Students Need to Learn: Relating to Students: It's What You Do That Counts. ASCD, Web. 12 June 2016.

13. It’s Your Evaluation, Make the Most of It!
Your evaluator will only rate you on what he/she sees which is OK because it is not necessary for you to have everything checked in the teacher and/or student evidence to receive a good rating. Also, remember you can invite your evaluator to your classroom to see you using this element. You have control of what your evaluator sees.

14. Is This Element in Your PGP?
Sign into
Click on the Growth tab
Click on the Plans option.
Open your current plan and fill out a new Reflection Log, answering the appropriate questions.
Decide how you will change your teaching as a result of viewing this module.
Execute your change, reflect on its impact, and complete another Reflection Log in iObservation.

15. How Are You Supported?
Here are resources in case you have further questions:
Your evaluator
Another evaluator on your campus
Your school’s Classroom Practice Mentors (CPMs)
For more examples and resources visit the All About Marzano website
Everything you ever wanted to know (and more) about Using Verbal And Nonverbal Behaviors - Pasco County Schools