edu3106 presentation

8/13/2019 EDU3106 Presentation.

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Maria James Chayak

Varman Jaganadan

edu3106/topic8/tesl2/sem5/miavarma 1



Interpersonal relationships are social associations, connections, or affiliations

between two or more people.

Introduction




Teachers who experience close relationships with students reported that their

students were less likely to avoid school, appeared more self-directed, more

cooperative, and more engaged in learning.

(Birch & Ladd, 1997; Klem & Connell, 2004).

Research




Students who have close, positive and supportive relationships with their

teachers will attain higher levels of achievement.

Positive teacher-student relationships draw students into the process of learning

and promote their desire to learn (given that the content material of the class is

engaging and age appropriate).

Teachers who foster positive relationships with their students create classroom

environments more conducive to learning and meet students' developmental,

emotional and academic needs.

Advantages




Teachers show their pleasure and enjoyment of students.

Teachers interact in a responsive and respectful manner.

Teachers offer students help (e.g., answering questions in timely manner,

offering support that matches the children's needs) in achieving academic and

social objectives.

Teachers help students reflect on their thinking and learning skills.

Teachers know and demonstrate knowledge about individual students'

backgrounds, interests, emotional strengths and academic levels.

Teachers seldom show irritability or aggravation toward students.

Characteristics




The teacher uses knowledge of effective verbal, nonverbal, and media

communication techniques to foster active inquiry, collaboration and supportive

interaction in the classroom.




The teacher possesses communication skills such as:

- builds and maintain rapport

- uses active listening skills

- possess an awareness of individual’s needs and anxieties

- handles confrontation

- offers constructive criticism and suggestions

- accepts varying teaching styles, value systems and levels of autonomy.




- empathy

- respect

- warmth

- genuineness

- concreteness

- self-disclosure

- immediacy

- congruency

- spontaneity - non-judgmental




Make an effort to get to know each student in your classroom. Always call them

by their names and strive to understand what they need to succeed in school

(Croninger & Lee, 2001).

Make an effort to spend time individually with each student, especially those

who are difficult or shy. This will help you create a more positive relationship

with them (Pianta, 1999; Rudasill, Rimm-Kaufman, Justice, & Pence, 2006).

The Dos




Be careful to show your students that you want them to do well in school

through both actions and words.

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 (Charney, 2002; Donahue, Perry & Weinstein, 2003).




Be sure to allow time for your students to link the concepts and skills they are

learning to their own experiences.

Build fun into the things you do in your classroom. In other words, plan activities

that create a sense of community so that your students have an opportunity to

see the connections between what they already know and the new things they

are learning, as well as have the time to enjoy being with you and the other

students.

Build a Positive Climate




Be Kind

Kindness can take many forms.

E.g. Smiling - a simple but powerful expression.

A smile costs nothing but it is one of the richest gifts you can give to students.

It can lift the spirits of those who may be feeling down, while also showing them and

others that you’re friendly, approachable, and easy to talk to.



Expressions such as: “I know you’re unhappy about what just happened,”

“I understand how disappointed you feel,”

“I can see this is very important to you,”

(Teaching and modelling empathy can also have a positive

effect on students’ social relationships.

By helping students be more empathetic, you foster greater understanding and

compassion.



Show Concern

often shown when a student suffers a personal injury or experiences a traumatic life

event, but showing concern doesn’t have to be limited to these instances.

express concern by showing interest in students’ activities and achievements

beyond the classroom or subject you teach.

When students excel in athletics, art, music, drama, oracademics, congratulate them on their accomplishments.



Give Dignity

Marzano (2003) recommends that teachers build positive relationships by creating

a cooperative classroom and being considerate of students who have differing

learning styles and needs.

• Asking questions- give students time to formulate their response instead of

expecting instant replies or moving on before they have a chance to say anything.

• Students unsure or confused - assist them by rephrasing your questions or

clarifying what you want them to do.



Show Patience and Listen

When students offer input or ideas, acknowledge their suggestions and credit

them rather than attributing it to yourself or no one.

• Increase positive reinforcement through supportive comments and gestures of

affection (thumbs up, pats on the back, high-fives).



Communicate Respect

–making eye contact with students, answering questions pleasantly and

enthusiastically, showing pleasant facial expressions, and using humour when

appropriate

These components create:

-warm and caring interpersonal interactions, which are critical if students are going to

feel a sense of security, belonging, and respect in your learning community.



Get To Know Your Students

Call on All Students Equitably (keep track discover that they call on a small number

of students frequently and allow few, ).

Give Hints and Clues to Help Students Answer Questions.

Show pleasure and enjoyment of students.

Interact in a responsive and respectful manner.



Offer students help

Teachers help students reflect on their thinking and learning skills.

Teachers know and demonstrate knowledge about individual students’ backgrounds,

interests, emotional strengths and academic levels.

Teachers seldom show irritability or aggravation toward students.



Creating a Caring Culture in school

• Caring culture is formed when the members of a community cooperate with

each other, be open minded and honest with each other.

Basics : interactions between teacher & students.



Implement Caring Culture in Class

Teacher shows good behaviour in their communication with students.

Teacher observe and implement caring practices among students.

- E.g . Teacher able to encourage students to help and care about each other besides

just having a healthy competition in studies.



Don't assume that being kind and respectful to students is enough to bolster

their achievement.

Ideal classrooms have more than a single goal: in ideal classrooms, teachers

hold their students to appropriately high standards of academic performance

and offer students an opportunity for an emotional connection to their teachers,

their fellow students and the school (e.g., Gregory & Weinstein, 2004;

McCombs, 2001).

The Don’ts




Don't give up too quickly on your efforts to develop positive relationships with

difficult students. These students will benefit from a good teacher-student

relationship as much or more than their easier-to-get-along-with peers (Baker,

2006; Birch & Ladd, 1998).




Conclusion

Student relationship must be designed from the beginning.

Effort and cooperation from both teacher and students.

Good relationship between teacher and students give great impacts on T&L &

and classroom achivement.

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