Developing A Strong Teacher Student Relationship

Lucille Ruby [ source 3] states young children need guidance, support, and stability. Ruby says that Donna Snyder prof develope that younger students can bond with their teacher by staying in one class all day. Given this point students who do not bond with their teacher will not succeed as well or feel safe in their environment.

Forming and maintaining positive relationships within a school setting is of great importance. To have good relationships with pupils, staff and parents is not only beneficial to the school but also to pupil’s achievement.

Developing a positive relationship with students ensures a mutual respect is developed. Control trust and intimacy are viewed as core dimensions of interpersonal relationships. Students who perceived their teachers as exhibiting higher levels of ‘shared control, trust and intimacy reported greater learning’ (Dobransky & Frymier, 2004). Thus proving the importance of developing a positive relationship with students within the classroom.

The symbiotic relationship between teachers and parents is crucial to the educational success of a student. Parents must be involved with their child’s education through consistent attendance of IEP meetings and advocate for their child and their needs at school. Teachers can encourage parent involvement through, traveling notebooks home and note home programs which establish an open line of communication between teacher and parent. Parent-teacher conferences are a great way for teachers and parents to be involved in the success of the student's educational experience.

There are many strategies that I could learn to lessen the negative effects of differences or misunderstandings between students and their parents. According to our textbook Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks and Julie Olsen Edwards, you need to have positive relationships with and among families (Derman-Sparks, Edwards, & National Association for the Education of Young Children, 2010, p. 36). The information that I learned from this book will help me develop appropriate strategies that will decrease the volume of misunderstanding that could develop in the classroom.

A focus on relationships. This includes relationships with students, relationships with parents, relationships with other teachers, relationships between students, relationships between content areas, and so on. Building excellent relationships with other individuals, especially students, is vital to being an excellent teacher, no matter the grade level or content area.

Relationships are key important links in most professions, constructing relationships in many areas, the teacher may request assistance, offer advice and recommendations to colleagues, learners and other persons to ensure those involved obtain the appropriate information and performance to give the best opportunities

Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.

Also, we should keep building on positive relationships between the teachers and children we care for. Some of the ways we can do this is by demonstrating respect for the children. We can show them we care by giving them physical affection, using eye contact, be careful with tone of voice and showing them our smile. We need to be consistent with the children. Finally,

The article, Relationship Building with Teacher Colleagues by Jordan Catapano discusses the importance of spending time building relationships with

One way to do this is to ask parents for information regarding their child at the beginning of the year, showing them that you value their thoughts and opinions. The last suggestion, and maybe the most important, is to consider the parent’s perspective. The article says, “Every parent loves their child, but not every parent knows how to be a parent.” Therefore, we need to be honest and present the information carefully while recognizing their point of view. This article was very relevant to my teaching experience which is why I chose to read it. Parent communication and involvement has been very low and I am not sure what to do to improve it. I have tried the application ClassDojo, monthly newsletters, phone calls, translators, emails, and hand-written notices to pull parents in. However, it always seems like the the parents of the students who I really need to talk to are the ones that don’t respond. I will take some of the suggestions in this article and implement in my classroom. For example, I really liked the one that focuses on the positives first and will try using the “HI-LO” notes. Everybody, not just parents, likes to hear positive comments over negative ones and will most likely return a missed call or message when they’ve had a positive conversation or experience with that person. Therefore, I think that this might be a great way to create positive and trusting relationships with students’ parents.

When communicating with parents one should use a descriptive language style, this can be developed through planning what it is to be discussed during a parent teacher conference. By planning one can eliminate items that may label, develop power struggles, create resentment, and eliminate trust. Parents when entering the school can revert back to the feeling of being back in school, for some school was not a good time therefore his or her attitude may demonstrate that he or she is uncomfortable and not wanting to be present at a school. When communicating with parents or guardians, teachers should refrain from teacher talk, this referring to the use of acronyms teachers tend to use among each

Teachers are expected to create meaningful and engaging instruction aligned with the Common Core State Standards, while also creating a classroom management plan that enhances student achievement. Jones and Jones (2013) quote Woolfolk and Weinstein (2006) in their book, Comprehensive Classroom Management, stating that “What students want are teachers who establish caring relationships, set limits and create a safe environment … and make learning fun” (2013, p. 59). I strive to achieve this in my classroom each day as I greet students at the door, shaking their hand and making small talk with them, establish fair and consistent rules and procedures, and by building positive student-teacher relationships while making learning fun through the use of hands-on-activities, role playing, and creative constructions.

When I think about my role as a teacher, one of the most important things I consider is the relationships I build with my students, parents, colleagues, and community members. In the classroom, I need to ensure that I create a safe, loving, and positive learning environment. In order to make all students feel welcome, I get to know their names, the correct pronunciation and spellings, learning their culture and background, and their

Successful communication is particularly crucial when forming supportive and respectful relationships with our students and their respective parents. During my practical experience I noticed a number of collaborative initiatives that were implemented