POSITIVE RELATIONSHIPSBY : RACHAEL WATSON

INTRODUCTION

• Positive relationships are the building block of happiness. They ignite in

us a feeling of fulfillment and overall we feel supported and connected.

Positive and supportive relationships help us feel happier, healthier and

more satisfied with our lives. “The most important single ingredient in the

formula of success is knowing how to get along with people.” – Theodore

Roosevelt. So it is essential that we build positive relationships as it paves

the way for success and fosters betterment of life.

DEVELOPING POSITIVE STUDENT-TEACHER RELATIONSHIPS

1. COMMUNICATING POSITIVE EXPECTATIONS

• Student behavioral and academic performance is greatly determined by the

expectations OF notable adults in the lives of the students. Teachers have

such a tremendous impact on their students that the mere desire for

them to succeed or the expectations set for students by teachers

eventually manifest into students’ self-fulfilling prophecies. So it is

important that teachers not only focus on high-achievers but also

remember to set the same limit/expectation for every student.

2. CALL ON ALL STUDENTS EQUITABLY

• It is essential that teachers remember to give equal opportunities to all learners

when calling on them to answer questions. There is the great tendency to

only/mainly call on high-achievers knowing that they would answer correctly and

keep the lesson flowing smoothly. Neglecting particular students indicates to

them that you believe they are incapable of answering your questions and

lowers their self-confidence. It may also cause behavioural problems as students’

minds stray from the task at hand. Keeping a checklist during class discussions is

a great strategy to ensure that they are more equitable.

INCREASE LATENCY PERIODS WHEN QUESTIONING STUDENTS

“Latency is the amount of time that elapses between the moment you give a student a

response opportunity and the moment you terminate the response opportunity.” Teachers tend

to fall in the habit of giving more time to students when they have confidence in their ability to

answer a question. Quickly giving up/giving less time to a low-achieving students clearly

indicates to them and their peers that you have no expectation of them coming up with the

correct answer. Additionally, the struggling student sees this an easy way out of answering

questions, realizing you’ll move on to the next when they give you a confused look or blank

stare. In extending the latency period for low- achievers, you’ll notice that these students will

pay more attention, actively participate in discussions and lessen their behavior issues.

TELL STUDENTS THEY HAVE THE ABILITY TO DO WELL

By directly telling students they have the ability to do well, you impart a very powerful

message to them. Every child needs to have atleast one important adult in their life who

believes they can do well and what a privilege it would be as a teacher, to be that

significant adult in their lives.

 

CORRECTING STUDENTS IN A CONSTRUCTIVE WAY

Instead of correcting students in a manner that signifies low expectation or disgust,

teachers should aim to provide a quick, fair, and meaningful consequence while at the same

time communicating that you care for and respect the student. Students should reflect on

their behavior and choose their behaviors more wisely in the future as oppose to going

away thinking, “I hate my teacher. I'm going to be sure I don't get caught next time.” 

DEVELOPING POSITIVE PARENT-TEACHER RELATIONSHIP

• Smile When You See Parents

• Learn Their Names- How they like to be addressed and proper

pronunciation

• Communicate Often and in Various Forms:

By means of emails, calls or conferences, parents and teachers can share

necessary information about the child. The more they communicate, the

better equipped they are to help that child excel academically.

• Listen to Parents

Allow parents to be part of the decision making processes in terms of their

children in the classroom. This will build trust and respect.

• Share Every Success

Hold nothing back. Parents want to know that they are on the right track.

Sharing a child’s success, even the simplest things, could boost parents'

drive.

• Parents Benefit

Positive parent-teacher communication is vital as it has a ripple effect

on the extent and quality of parents' home involvement with their children's

learning. Communicating good news to parents more frequently than bad,

encourages them to want to continue helping their children and they develop a

greater appreciation for the important role they play in their children’s education.

• Students Benefit

When parents become involved in students’ academics, they are more motivated to learn, take interest in their homework and assignments and improve their behaviour.

• Teacher benefits

Teachers are able to better focus on the actual teaching of the children and cater to their needs when there is proper communication between them and their students’ parents.

DEVELOPING POSITIVE TEACHER-TEACHER RELATIONSHIPS

 

• Encourage and show kindness and humility 

Essentially treat your co-workers as you would like to be treated. Don’t think that you are better than any one of them.

• Refuse to engage in gossip or hearsay

Gossip may seem like a harmless behavior but it will damage your career if you continue to engage in it. If you cannot say something to someone to their face, don’t say it at all.

• Let the water roll off your back

Don’t let things affect you, be relaxed and easy-going even in the face of adversity.

• Collaborate with your peers

Working together strengthens the relationship and builds loyalty

• Be open-minded

Be willing to embrace change or new ideas and open to take advice from your peers.