By: Dr. Armãndo R. Tolliver | EDUCATOR | December 9, 2016
Relationships are
central to learning, student growth and a healthy school climate for students
and adults. Marzano, Pickering, and Pollock (2001) concluded that positive teacher-student relationships form the largest
portion of a positive discipline plan, as strong relationships with students,
in return help to decrease the number of student discipline incidents. When
students feel that you value and care for them as individuals, they are more
willing to comply with your wishes. Similarly, it is also ideal to reach out to
parents to develop strong viable partnerships that promote open lines of
communication. Such relationships help to dramatically increase your positive
power over students because the students know that you and their parents are
working together rather than being at odds with each other. Above all, it is
imperative that students develop trusting and enriching relationships with each
other. Not only does this contribute to a positive classroom environment, but
it also improves the quality of school life for everyone.
There
are many activities I use with students at the beginning and throughout the
school year to build and maintain positive relationships both in and out of the
classroom. Just this past fall, new students entered my classroom excited and
at the same time nervous, some with doubt. So, in the first week I opened one
of the lessons in a circle and addressed three questions, “Why are you here?”
What’s one thing you hope to accomplish this year? And, who will you hurt if
you aren’t successful? This gave me an opportunity to access all students,
uncover their motivation, and find out who are the important figures in their
lives.
I
addressed their needs of affirmation by extending an invitation to learn and providing opportunity, stating “This will
be a good place for you. I will do all I can to ensure that you will become all
you should be. That means my goal will be to provide you maximum opportunity to
develop your possibilities.” I followed up on providing opportunity by
providing materials, tasks, applications, and problems that are rich with
meaning for learners to help the students to have a voice in what and how they
learn and to find their own voice through what they study throughout the year.
This was to also feed the students’ curiosity and challenge their natural drive
toward competence. I then made myself available before school, after school,
during lunch, and even on weekends to illustrate
my investment. During the class, I shared my thoughts about the classroom
with the students. I remember saying, “Yesterday, I noticed some of you were
having difficulty with an assignment you were working on.” “I thought about
that last night and came up with a couple of new ways to think about the
skills. I'll be interested in seeing what you think about the ideas. I followed
that up with encouragement for
persistence. Saying to students, “Your growing, but you’re not finished
growing. Don’t be discouraged by that F. A failure is just the first attempt in
learning. You’re going to get better.” I was sure to be reflective in these instances as well; “You’re test
score helps me so I can learn how to help you better.”
Below
are a few other activities that have worked well to introduce students to each
other and to the teacher, but were able to be recycled later in the school year
as students’ interests shifted and they gained new experiences.
- Personal Metaphor Writing Assignment. In order for students to introduce themselves to me as a writer and student, students examined themselves and selected an object that serves as a personal metaphor. Then, students explained in what ways this object represents them, as self-concept is an essential part of living a purposeful life.
- Student Dictionary Entry. In order for students to introduce themselves to their peers and help foster relationships among their peers, students were asked to write a dictionary entry on one of their peers. First, on a loose-leaf sheet of paper, students were asked to write a few predetermined questions: a) what is your name, b) what city were you born, c) tell me one interesting fact about yourself, d) what are your favorite classes, e) what are your favorite subjects, f) what are your career goals, g) do you like your high school, h) are you involved in any extracurricular activities, i) if your teachers were here, what would they say about you, j) are you planning on going to college after you graduate, and k) do you know what you want to study. Next, students added to that paper 5 more questions that they would ask someone they do not know. Third, students found a number partner, interviewed them and record their partner’s responses. Finally, students used the responses to write a dictionary definition for their partner.
- Chain, Chain, Chain. In this activity, students watched The Giving Tree. Afterwards, students were organized into groups and were asked to identify some of the gifts the tree gave the boy on a large sheet of chart paper provided to the group. In the story, the tree gives the boy many gifts; however, none of the gifts cost anything. Next, as a class we reflected and discussed the following questions: a) have you ever given something away and later wished that you hadn’t, b) is it easier to give something away if the receiver truly appreciates the gift, c) when you give something to someone, do you expect something in return, d) when you are given something, do you feel that you owe something to the person who gave you the gift, and e) would you give something you really need to someone you love if they really need it, too. Next, students were given 5 strips of paper and asked to give examples of five cost-free gifts they could contribute to the class on each strip. Before the end of class, we glued the strips of paper together to form rings. Each ring was then attached together as one long chain. We closed out the lesson with an exit ticket, “What are some things that this chain represents?” Students responded, “All of us have talents.” “The students in this class have many talents.” “If the students in this class work together, we can accomplish anything.” “Our class is stronger when we work together than when individual students work on their own.”
- Vision Board and Personal Statement. The purpose of this activity is to allow students to set personal goals and describe their vision through pictures and words in order to equip them to think, write, and take action toward living a purpose driven life. I remind students that dreams become your reality when you realize you already have all of the inner resources needed to accomplish the task, any task… The resources are found just beyond your comfort zone and they wait only for you to take a simple step today to begin your incredible journey towards your goals… (author unknown). I have found that vision boards are simple and powerful, as they create a clear image of what success looks like for them personally. I also have students develop personal statements. Given the fact that colleges and other programs receive thousands of applications from qualified high-school students, I want students to know how to distinguish themselves among all of their bright peers who have nearly identical grades, scores, extra-curricular activities and teacher recommendations. It also serves as a way for me to get to know them personally.
Beyond these activities, I further develop positive relationships through social integration. These activities have been as simple as eating lunch with the students in the cafeteria, to hosting a lesson outside in a picnic setting.
With
a course aimed directly at success for all, effective instructional leaders: a)
walk their talk, b) get to know the individuals in the environment, and respond
according to their particular habits or needs, c) are reflective and model
behavior that encourages reflection, and d) foster a community. I have conducted
meetings to set goals, plan activities, and identify and solve problems, which
was essential for building peer relationships and fostering shared goals in the
classroom. Implemented buddy programs for academic and recreational activities
creating powerful cross-age relationships, teaching important social skills,
and creating a caring ethos throughout the school. Developed neighborhood-wide
community events linking students and adults, and helped foster new school
traditions, which promoted inclusiveness and responsibility. Throughout my
actions, I modeled the traits I desired. I demonstrated team leadership by
encouraging others to lead with provision of needed autonomies. Additionally,
some people are encouraged by praise, while others by small thoughtful
gestures. I discovered who responds to which and acted as both coach and
cheerleader. I encouraged everyone to claim his or her own power and focus on
our mission, positively responding to change. My actions were congruent with
reflective consciousness, which demonstrated my personal development and
improvement. Overall, I understand people build community through doing real
work together, and offering their own skills to the mix. I am motivated to give
the current situation in any school I am in a sense of buoyancy and life. An
incentive for me is to garner a spiritedness that energizes everyone and
creates a collaborative experience.
Student learning, participation, attendance,
feedback, and efficient operations are quantitative metrics, but qualitative
data such as high expectations, student contributions, positive relationships,
and student responsibility have also be used in analytics to improve.
Successful outcomes include: caring, consistent student-adult relationships
that communicate high expectations for student learning and behavior; clear
expectation for student competencies and standards for performance;
opportunities for students to contribute to the school environment and have a
voice in decisions; encouragement of student responsibility for mentoring,
learning and personal goals; effective and meaningful collaboration with
families; and integration of community participation, assets, and culture.
"Our children, Our responsibility -Building Leaders in Our Community.
Suggested
Citation
Tolliver, A. R.
(2016). Fostering Relationships in the
classroom. [Education Project Online]. Retrieved online at http://www.educationprojectonline.com/2017/03/relationships-in-classroom.html
References
Emmer,
E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston:
Allyn and Bacon.
Marzano,
R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing
student achievement. Alexandria, VA: Association for Supervision and
Curriculum Development.
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