strategies for building a positive teacher-student relationship
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THE ROLE OF TEACHERS IN THE CLASSROOM
MANAGEMENT
TEACHER-STUDENT RELATIONSHIP :
i) STRATEGIES FOR BUILDING A POSITIVE TEACHER-STUDENT RELATIONSHIPii) CULTURE CARE PRACTICE
iii) CLASSROOM DYNAMICSPREPARED BY :
NUR AULIYA BT MOHD AZMI
FAIZUN NISAQ BT SULMAN
MUHAMMAD KAMAL HUSNI BIN KHAIRI
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Teacher-student relationship
should begin on the first day of
school and should be maintained
at all time.
Myint (2005) teachers need to
reduce negative emotions and
encouraging positive emotionsamong students
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1) Remember
students
names
2) Instill a
sense of love
towards class
3) Share
responsibility
together
4) Set realistic
expectations5) Show
concern
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Teachers who remember the studentsname and say their name correctly will
quickly build relationship with students
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Instill responsibility of students to makeclass as a fun place to learn
Teacher should be more creative to instill
patriotism in the classroom amongstudents. Share ideas with other teachers
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Provide opportunities for
students to take
responsibility for the well
being of the class and
encourage students tocooperate with the rules set
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Identify the student
capabilities beforesetting expectations.
This can be done by
having a diagnostic
test or pre-test todetect who has not
mastered the skills
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Avoid bias. Give equal
attention to all pupils. Learnpersonalities and
backgrounds of students tohelp teacher understand
students.
In addition to verbalcommunication, teachers can
use media such as letters,journals or e-mail for students
to communicate or interactwith the teacher.
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CARING INTELLECTUAL
ENVIRONMENT
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DEFINITIONS
CARING
Describes someone who is kind and gives
emotional support to others
INTELLECTUAL
Relating to your ability to think andunderstand things especially complicated
ideas
(Cambridge Advanced Learners Dictionary)
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Caring intellectual simplymeans the situation where
in an intellectual session isbeen incorporated into a
caring environment.
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HOW TEACHER CAN CARRY OUT
CARING INTELLECTUALENVIRONMENT ?
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Reward
Sharing
Positiverelationship
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DEVELOP POSITIVE RELATIONSHIP WITH THE
PUPILS
If teachers show
genuinely their
care about
students asindividuals apart
from their
academic work,it would help
them to gain
theircooperation.
This attention
would createa classroom
environment
in whichstudents feel
safe and
secure, andthey feel they
are being
treated fairly.
Teachers wouldbecome
sensitive to
their needs andanxiety and
have good
communication
skills as well as
making the
classroomatmosphere
feel more relax
and pleasant.
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SHARE THE RESPONSIBILITY WITH THE CHILDREN
Encourage the
students to judge their
own behavior.
Involve students in theplanning and
implementation of
school and classroom
initiatives.
Not accepting excuse
because it can just
pass on or avoid
responsibilities.
Give the self-
responsibility strategy
time to work.
Let students
participate in decision
making by holding
class meeting.
Sharing responsibility with students for making
classroom decisions increases the students
commitment to the decisions.
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REWARD APPROPRIATE BEHAVIOUR
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Dinamika BilikDarjah
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Konsep Dinamika Bilik Darjah
DinamikaKuasa yang menyebabkanpergerakan (Kamus Dwibahasa Oxford)
Kumpulan
kelompok individu dalamsesuatu unit sosial yang mempunyai ciridan nilai yang sama
Dinamika kumpulanKuasa yangterdapat dalam kumpulan yang telahmendorong ahli-ahli kumpulannya untukmelakukan sesuatu perubahan.
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Dinamika bilik darjah ialah apabilasesuatu kumpulan rakan sebaya
berupaya mengerakkan ahli-ahlinyabertindak mengikut matlamat yangsama.
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Dalam konteks bilik darjah, dinamikakumpulan biasanya terbentuk melibatkan
kumpulan-kumpulan kecil yangmempunyai ciri, nilai, tingkah laku atauminat yang sama.
Dinamika kumpulan boleh dikenal pasti
melalui kajian sosiometri.
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Kajian sosiometri membantu guru melihatpola persahabatan kumpulan dalam bilik
darjah.
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Penularan adalah ciri-ciri atau tingkahlaku ahli kumpulan dinamka yang diikuti
dan mempunyai pengarh kepada ahlikumpulan yang lain.
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Pola dalam kumpulan
Bintang
Dyad
Klik
Rantai
Pencilan
Singkiran
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Faktor-faktor yang
Membentuk DinamikaKumpulan
Jantina
Agama/bangsa
Status sosioekonomi
Pencapaian akademik
Personaliti
Gaya pembelajaran
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Peranan Guru DalamDinamika Kumpulan
Kenal pasti bentuk dinamika
Perhatian kepada murid yang tersingkir
Gunakan kuasa penularan
Bimbing kumpulan membentuk ciri-ciriyang diingini
Guru sebagai ketua dinamika bilik darjah.