1. Learning Support Services Austin Independent School District Fall 2014
Building Positive Relationships
The Foundation to
Addressing Student Behavior
Welcome Learning Support Services overview of Building Positive Relationships as the Foundation to Addressing Student Behavior. This is an overview of one piece of Scaffolding Classroom Management, which is offered as a full day training. For more in depth discussions or knowledge about utilizing these strategies please considered registering in HCP.
Learning Support Services
Austin Independent School District
Fall 2014

2. Goals Distinguish types of teacher behaviors
Identify barriers to building relationships
Select relationship building strategies to incorporate into your daily teaching practice
At the end of this section you will be able to distinguish teacher behaviors.
Identify possible barriers you may encounter with building relationships with students.
And walk away with specific strategies to incorporate into your daily teaching practice. Please have your handouts available to refer to during this video.

3. Why Are Relationships Important?
For some students, displaying concern outside of school is a significant factor influencing motivation and achievement (Jones & Jones, 2007)
Positive Relationships with teachers appear to be a factor that prevents high-risk students from being retained or referred for special education. (Pianta, Steinberg, & Rollins, 1995)
Positive relationships are the foundation of effective classroom management. (Marzan, Marzano, & Pickering, 2003)
Research indicates that a positive relationship is a component of student success
Building positive relationship with kids is your number one preventable tool in classroom management
Be authentic and genuine
This starts with the relationship you build beginning the first time you meet each student

4. Barriers
What barriers to building relationships are you likely to encounter?
Educators are aware of the importance of positive relationships, however there are barriers that exist.
Please pause for a moment and Consider some things you think may be barriers to building relationships with students.

6. Building Positive Relationships
Provides non-contingent positive attention
Ongoing throughout the school year
Promotes positive adult/student relationships
Improves overall system functioning
Increases opportunity for instruction
Start the first day
Especially with the student that comes in with head down, the student that is testing the waters to see your reaction or gain the attention of their peers.
This is way for students to gain positive attention and is an ongoing process which will ultimately improve systems within the classroom and increase more opportunity for learning.

8. Teacher Behaviors Disinviting Inviting Intentional Unintentional
The book, Inviting School Success, sets fourth four types of teacher behaviors toward students. The behaviors fall into two categories Inviting and Disinviting they are further broken down to Intentional and Unintentional. These behaviors can be verbal or nonverbal, formal or informal and are continuously transmitted to students.
Disinviting
Inviting
Inviting School Success, Purkey & Novak, 1984

9. Intentionally Disinviting
Behaviors or comments intended to be degrading, derogatory or sarcastic
Not many teachers are intentionally disinviting. Their behaviors may include; persistent angry demeanor, saying mean things to students and colleagues, embarrass students, etc.

10. Unintentionally Disinviting
Behaviors or comments that may cause unintentional strains on a student/teacher relationship
Unintentionally disinviting behavior is more common
Teachers often exhibit unintentionally disinviting behavior, when they are:
Overwhelmed
Tired
Stressed, or
Having a bad day

11. Unintentionally Inviting
Behaviors and comments that are inherently positive
Unintentionally Inviting are Natural behaviors that convey that a teacher is open and approachable

12. Intentionally Inviting
Behaviors and comments targeted to let students know that they are valued
Intentionally Inviting are interactions that are more purposeful.
Using strategies that you have learn to actively engage students are intentional.

13. Relationship Building Strategies
Smile
A little gesture that does a lot to make someone feel welcome
Positive Contact
Identify student(s) doing something “right”
Can help with more difficult conversations later
Greet students by name daily as they arrive.
sets positive tone
has been proven to increase student time-on-task
Call, or otherwise make home contact regarding positive situations. For example if I “caught” a kid doing something good I could make a call home. I would quickly explain what “specific” thing their kid did that was so great and hang up, taking just seconds but making a huge impact. I would spend 5 to 10 minutes at the end of the day making quick positive contacts I had accumulated during the day.
Attending extra curricular activities shows students that you care about their interests.
Are there some students you need to build a relationship with? Make a point of going to one of their activities.
Some activities like a basketball game or a band performance, could involve many of your students.

14. Relationship Building Strategies
3:1 Ratio
Pay attention to appropriate behaviors 3 times as often as you respond to negative behaviors
Both positive and negative interactions can be verbal or nonverbal
Post a 3:1 reminder in your classroom
2x10 Method
2 uninterrupted minutes each day, 10 consecutive days
Talk about your interests, ask questions, share stories.
Refrain from talking about school, academics, behavior
With the 3:1 Ratio you want to pay attention to what students are doing right 3 times as often as you address negative behavior.
Please pause and read over attachments with information regarding 3:1 Ratio and the 2x10 Method. .

16. John Thoms www. johnwthoms
John Thoms