Foster Student-To-Student Interactions

During homework, I worked with a couple of students. I found it difficult to connect with the students as they were expected to

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions. Initially I carry out an assessment to test their prior knowledge, their preferred learning styles and to assess if any additional support is required. I can then adjust the teaching level and pitch it correctly to each individual.

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions.At first, I carry out an evaluation to test their prior knowledge, their preferred learning styles and to assess if any additional support is needed. I can then change the teaching level to fit new conditions and pitch it correctly to each individual.

I believe that I am proficient in establishing a classroom setting that calls upon the students to learn in an individual and collaborative manner. I believe that I have sufficiently encouraged positive social interaction, active engagement in learning, and self motivation. I have shown this in learning activities that have been presented to the students. An example of this would be with the placard assignment, which had the students fill out a sheet that corresponded to four maps to help them figure out what artifacts certain cultural regions would use. During this learning segment, students would have to be self directed after the directions were given, the students would have to use collaborative skills, and they were all engaged during

The instructor-student treatment have huge impacts on the educational progress and honesty. The more encouragement I offer results in an increased trust and responsibility by students. Both increase their feel of worthy, both show that students can and will learn and achieve. I influence them until their inner feeling of “I want/need to master this subject” escalate. For instance, once a while I share a story of my own. Why I am learning and teaching and how I am still looking for more knowledge. There are couple of sayings that I use to encourage more learning and reading; the first one says, “Aim for higher expectations and if not met you won’t be far from your target”. The second says,” No one was born a scientist, everyone learns”.

To create and work on positive relationships in schools, you need to show and role model effective communication in conversations with other adults and the way you approach other adults

Positive relationships between practitioners and the children will improve the atmosphere within the classroom and help to provide a happy and friendly environment for learning and socialising. Once a strong relationship is established between the children they feel like they belong and will feel comfortable about coming to you regarding any problems or concerns they may have.

Another interaction was when the teacher was reading a story, two kids were taking during she was reading. The teacher said to them to stop and listen and they did. Another interaction between the teacher and the children was encouraging the upset child Kayln. He liked to be alone all the time, and he wasn’t an active child. When the time of the outside activity was done, the teacher asked him to enjoy the group in music area, but he refused and kept being alone and then the teacher asked him to draw something then he did. I noticed there were many redirections to the children. For example, one child was drawing and colored all over the paper and the table got messy, then I told him the paper is used for drawing and the tables are for toys. Then he drew again and wasn’t messy like the first time. The teacher was using effective technique to teach the children when one child tried to be alone and was shy, and the teacher changed the environment of the child and he became less shy. During my lab time I learned many important things, like I learned the best thing which was to wait first and see if the children can solve problems by

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

I believe communication is one of the most important skills a teacher can possess. When I have my own classroom in the future, I want to build a strong teacher-student relationship with my students by creating an inclusive learning environment. I want to create a setting that helps provide the students with the knowledge and skills to become

Within my area rapport is built as the course progresses and as the learner achieves the skills. Rapport is accelerated during the physical aspects of the course when interaction between teacher and learner(s) is at its highest and most dynamic. To encourage learner’s progression I use positive reinforcement via verbal praise, learner report cards, supported further by short-term goal setting. Clear communication with targeted mentoring throughout the course is vital. I actively encourage positive support by peers as this assists in bonding a class as a unit.

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

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of

I prepare students for learning by drawing on background knowledge, making students excited about our upcoming topic, and having group discussions. For example, my 5th grade class is reading Wonder by R.J Palacio. Before we began reading, we spent time discussing kindness, differences, bullying, watched book trailers for the upcoming movie, discussed what it means to be a good friend, and how people overcome adversity in their life. In our current unit, we are listening to the audiobook for Wonder, we use the whiteboard to project the reciprocal teaching template, and students lead discussions by asking and answering questions with each other. I manage the environment for learning by modeling appropriate questions and responses. I also go over expectations for working in groups. I co-teach with a special education teacher who helps me address the diverse needs in my classroom. She and I work together to help target students who