Ch.3+notes

** Creating Positive Teacher-Student Relationships  ** Students will: 1. identify characteristics students want in their teachers 2. demonstrate how to establish positive, professional relationships with your students 3. demonstrate how to create appropriate, high expectations for your students 4. model effective language to reinforce student behavior 5. demonstrate communication skills associated with affectively listening 6. demonstrate culturally sensitive communication 7. evaluate the quality of your relationships wit your students __ Research on Teacher-Student Relationships __ Adjustment: need a more personal and supportive relationships with adults than schools typically provide Difficulty: academic difficulties due to teaching style or need for intensive instruction Incongruence: lack of personal-social match between students and institution Isolation: no personal relationship with teachers · accept personal responsibility for student success; · practice extended teacher roles; · be persistent with students; · express a sense of optimism tat all students can learn.  //What do Students Say They Value in Teachers?// Noguera (1995) states that there are three common characteristics that students state the most. 1. firmness 2. compassion 3. interesting, engaging and challenging teaching style Corbert & Wilson (2002) found through interviews that good teachers 1. made sure students did their work 2. controlled the classroom 3. were willing to help students 4. explained assignments and content clearly 5. varied classroom routine 6. took time to get to know the students Woolfolk and Weinstein (2006) Students prefer and respond best to teachers who possessed three sets of skills: 1. established caring relations with students, 2. set limits and created a safe environment without being rigid or punitive 3. made learning fun Wentzel (2002, 2006) reported middle schoolers want teachers who The rest of this section cites numerous other studies that support the idea that from primary to secondary levels students want teachers who are supportive, caring, firm, and actively engaged in their learning. Numerous studies suggest that students’ behaviors and motivation are affected by the relationship that they have with their teachers. __ Teacher as Model __ Individuals are more likely to model the behaviors of people whom they view as possessing competence and control over resources, and who are major sources of control, support and reinforcement. In order to accomplish this the text states that teachers need to establish effective relationships with students. According to Nodding (1984) this is based on caring. There are four components that are essential: modeling, dialogue, practice and confirmation. Modeling is the way the educators treat others (both adults and children). The rest of the section goings into greater detail on dialog and gives several examples of relating to practice and confirmation.  __ Creating open, professionally appropriate dialogue with students __ // Dialogue // How open do you want your dialog to be? Complete openness (personal and professional) Openness with regard to school environment with limited sharing of out-of-school life Exclusive focus on role-bound relationships-no personal feelings or reactions. Methods for communication caring and support Eight steps to systematically establish rapport with students: 1. getting to know them and expressing interest in them as individuals 2. maintaining a high rate of positive and negative statements; 3. communicating high expectations to all students; 4. giving specific, descriptive feedback; 5. listening to students; 6. sharing responsibility with students; 7. using culturally sensitive communication; and 8. responding effectively to inappropriate behavior // Getting to know your students // 1. Family structure 2. Life cycle 3. Roles and interpersonal relationships 4. Discipline 5. Time and space 6. Religion 7. Food 8. Health and hygiene 9. History, traditions, holidays 10. Listen carefully 11. Understand perspectives, points of view, and feelings 12. Respect cultural differences 13. Be critically aware of the students’ experiences both in and out of school // Activities that promote student-teacher relationships // · Individual conferences · Demonstrating interest in student activities · Eating lunch with students · Arranging personal interviews · Sending letters or notes home · Suggestion box · Involvement with community/school events · Joining playground fun · Introducing new students to adults Be aware of issues related to sexual harassment // Teacher behaviors that effect relationships // Negative-Positive feedback Verbal and nonverbal feedback Communicating high expectations Communicating bias // Verbal and nonverbal feedback // Purkey and Novak examines four types of teacher behavior toward students: High vs Low Expectations · Seating low expectation students far from teacher. · Paying less attention to lows · Calling on lows less often · Wait time less for lows · Non prompts for lows after failure · Criticizing lows more frequently than highs · Praising lows less frequently than highs when successful · Praising lows more frequently for marginal public responses. · Providing lows with less accurate feedback than highs. · Failing to provide lows with feedback regarding responses · Demanding less work and effort from lows than highs · Interrupting performance of lows more frequently than highs Guidelines for avoiding negative effects of teacher expectations  // How to communicate high-expectations when students fail to respond // · Provide adequate wait time · Rephrase the question-ask it a different way · Ask if another student would like to assist · Allow student to request assistance from another student · Ask students to turn to a peer and discuss the question · Offer hints and clues · Break question into small parts · Provide some of the answer · Allow the student to take a pass on the question // How to give specific, descriptive feedback // · Praise or feedback should have · Contingency: It must immediately follow desired behavior. · Specificity: Should describe the behavior being reinforced · Credibility: Should be appropriate for the situation. Figure 3.3 lists types of effective and ineffective praise // Listening to Students // Empathetic, Non-evaluative listening I have been heard and you value my feelings Guidelines for Paraphrasing · Restate the sender’s ideas and feelings · Use remarks such as “You think”, “It seems that you…” · Avoid indication of approval or disapproval · Match nonverbal behavior to verbal paraphrasing…look attentive · State accurately what the sender is trying to communicate · Do not add or subtract from sender’s message · Put yourself in their shoes // Be aware of culturally sensitive communication // · Varied meanings of hand-finger singles · Personal space · Wait time · Gender roles · And the meaning of non-verbal expressions // Evaluating the Quality of Teacher-Student Relationships // Lists several activities and worksheets that can be completed by the students
 * Chapter Three **
 * __ Outline __**
 * __ Learning Objectives: __**
 * Kleinfield: A study involving Eskimo and Native American students report effective teachers show personal interest and demand solid academic achievement
 * Harrington & Boardman (1997) children of poverty report that an adult who believed in and encouraged them was beneficial to their success.
 * Phelan, Davidson & Cao: high school students value teachers who care
 * Wehlage, Rutter, Smith, Lesko & Fernandez: Impediments to creating a sense of community
 * (Wehlage et. al.) believe that teachers need to:
 * Murray & Grennberg: Elementary students who rate school experience positive rate student-teacher relationship positive.
 * Mullar, Katz & Dance: African-American youth work harder when teachers care
 * Pianta, Steinberg & Rollins: Positive relationships with teachers prevent high-risk students from being retained.
 * have democratic and egalitarian communication styles
 * elicit student participation
 * align expectations with students’ differences and abilities
 * model caring attitude
 * provide constructive feedback
 * Intentionally disinviting
 * Unintentionally disinviting
 * Unintentionally inviting
 * Intentionally inviting
 * Use test data carefully
 * Use flexible grouping
 * Challenge students
 * Watch low expectations
 * Use ethnically diverse material
 * Use fair evaluation and discipline
 * Communicate high expectations
 * Involve all students in learning
 * Monitor your non-verbal behavior