10 Ways to Improve Student-Teacher Relationships to Optimize Learning
Teachers become popular by building good relationships with their students by treating they have provided me with some of my best ideas for improving my teaching. Maintaining good relationships between teachers and students is an all. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn (assuming that the content material of the. When teachers build relationships with their students through strong Your browser does not currently recognize any of the video formats.
Below are a few relatively simple ways to get to know your students better: A major part of getting to know your students is learning their likes, dislikes, hobbies, passions, and interests and this strategy works wonders in achieving this. At the beginning of each school year, provide your students with a personal questionnaire that will allow them to fill you in on their interests and hobbies. When you can engage in conversations with them on their level about things they enjoy, they will be more likely to listen to you.
We seldom just chat with our worst children despite the fact that having a real, sometimes pointless conversation with another person is one of the very best ways of building relationships and trust. Dialogue is a unique relationship-builder because it evolves over time into a connection and when steps are made to form this relationship, pupils relate to us much more positively.
We demonstrate we are listening by making eye contact, stopping other activities so that we can concentrate fully on what is being communicated and respond to what is it accurate gestures, and verbal cues. Active listening creates rapport with your students, by showing your genuine interest in what they have to say.
There is no better way to get to know your students than by simply spending time with them — on their time. You may find that this almost instantly changes their opinions of you. Share relevant personal stories or anecdotes. By demonstrating a connection between your life and students, you will be able to effectively reach out to students and show that you too are human.
Think of humorous personal experiences that will entertain students and convey a strong life lesson. Tie as many stories as you can to lesson plans and core curriculum, instead of them being completely independent or random anecdotes. This method may also help students remember information. Make certain that anything you share is age-appropriate, cannot be misconstrued, will not offend anyone, and will not put you in a bad light.
10 Ways to Improve Student-Teacher Relationships to Optimize Learning
After sharing your personal story, asks students if they have ever done or encountered something similar. By implementing this technique, you may even reach out to the quietest of students and get them to open up a bit more to yourself, as well as their classmates.
Kerman and colleagues explain that the amount of time we give to students to answer questions is directly related to the level of expectation we have for them. We give more time to students when we have confidence in their ability to answer a question.
Conversely, we give less time to students in whom we have little confidence.How to be a Great Teacher? By Sandeep Maheshwari I Hindi
When you quickly give up on a student who is struggling with a response, it is clear to everyone in the classroom that you don't expect him or her to come up with the right answer. What you will find when you make a conscious effort to extend the length of latency you allow for low-achieving students is that these students will begin to pay more attention, become more actively involved in discussions, and minimize their behavior issues.
One thing you can do is ask a teaching peer to observe your instruction and chart the length of the latency periods you are giving each student from the time you ask the question until you move on to another student. It is especially interesting to find out which students get longer latency periods from you. Latency Chart in Seconds Paul Brown: In analyzing the chart, it is easy to see that Donna and Mary are consistently given more latency and, therefore, more chances to give a correct response than are the other students.
If this were your classroom, you could try to make sure that in future discussions and question-and-answer periods you give longer latency periods to other students as well before moving on. Give Hints and Clues to Help Students Answer Questions You also communicate positive expectations by giving hints and clues to your students. It is important that we communicate to all our students that we have high expectations for their success, and one way to do this is by giving more hints and clues to all students, especially the low-performing students.
Think about a reading lesson in which a student struggles to sound out a word. If you provide too many hints and clues, you may actually give the student the answer. Also, after a number of hints, it may be that the only student who doesn't know the answer is the one being called on, which ends up being an embarrassing experience. The important point, however, is to use hints and clues with all students to communicate that you have high expectations for the entire class.
This helps build positive teacher-student relations. Tell Students They Have the Ability to Do Well Another way to communicate positive expectations to students is by directly telling them they have the ability to do well. When you tell your students you have confidence that they can handle a difficult assignment or improve their behavior, you impart a very powerful message.
Students often will work hard and behave appropriately to prove that your confidence in them is justified. Every child needs to have at least one significant adult in his or her life who believes that he or she can do well.
Ideally, children would hear this from their parents, but the sad truth is that is not always the case. Teachers have the unique opportunity and privilege to communicate daily to a number of students that they believe in them. What a gift to be able to be that significant adult in even one student's life. Using this strategy might lead a teacher to say this to a student: You've been working very hard on remembering to write down your thinking as you solve math problems, and I know you can transfer that skill to this test.
I'll check back with you later. Once again, this is a positive relations strategy as well as an instructional strategy. You can also let students know that you have positive expectations for them by referring to past successes Kerman et al.
When you tell a student that you know he will behave appropriately at recess because he was successful yesterday, you help build confidence in the student and increase his chance for success. In this activity, it is important that certain rules be followed.
Make sure that when anyone is speaking, everyone listens to the speaker. Students may ask questions to help clarify what a student is saying, but they cannot challenge or disagree with the speaker. Other students can respond with their opinions and support it, but they cannot directly disagree with each other.
For example, in a history class we could ask students to read about and discuss the dropping of the atomic bombs in World War II. Ask students if they would have dropped the atomic bombs had they been President Truman. Have them explore why they would or would not have dropped the bombs. Or, in a government or sociology class you could have students examine the issue of the death penalty. Have students take a position on whether they favor or disapprove of the death penalty. Then have them explore the reasons for and against its use.
In a psychology class, you could have students discuss the issue of using animals to conduct research. In getting students to listen to each other and you, you may need to discuss why it is important to listen carefully to others. Talk with them about respect and how they feel when others listen carefully to what they have to say.
After all, as social studies teachers, aren't teaching and understanding good interpersonal communication important goals for us? Provide positive comments when appropriate. Sometimes we become so busy or frustrated by the problems that occur that we forget to notice and comment on the positive things students do. Teachers can recognize effort, cooperative behavior, and helping behavior.
Positive comments can also be made about things like a new hair style, a shirt, a pair of shoes, or a good voice.
If you think the student might be embarrassed by public recognition from a teacher, then comment privately to the student. This can be done during study time. Or, you can write comments on papers you are returning to students such as homework assignments or tests.
NEA - 5 Tips for Better Relationships With Your Students
Be positive and enthusiastic when teaching. Most students find it difficult to be motivated when the teacher is not. As we demonstrate our interest and joy in teaching, it shows that we enjoy being in the classroom and implies we enjoy being with the students.
This should enhance teacher-student relationships. Show students that you are not only interested in them but also that you care about them. How can you do this? Take the time to talk individually with students. You could do this by setting a goal for talking individually with each student every week, or whatever is practical. You can ask about how they are doing with the content and skills in the course, or you may prefer to make the conversation a more personal one.
For example, you might ask students about their extracurricular activities, hobbies, or interests. Some teachers make it a practice to greet students as they come into the classroom as yet another way to demonstrate their interest in their students. Another activity that some teachers use to help students and to show them that they care is to have set times before, during, or after school to provide students with extra help on assignments or just to be there to talk with them.
For example, you could be available to help students for thirty minutes before or after school.