My Schoolroom

Through learning about the differences between friends, children can be better prepared for real life. As a teacher, there are challenges when a student has significant learning or behavioural needs, but in many ways, this just keeps a teacher ever vigilant of the need to be a lifelong learner.

Going to an extremely small school growing up, there was not much room for us to express ourselves as individuals. We had the same friends, same teachers, and participated in the same events. Everything was a

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.

Students in the classroom come from a variety of backgrounds. Their lives are shaped by their families, their communities, but also their peers in school whom they will spend hours a day with throughout their educational career. The ability to form relationships with others, to create lasting friendships that grow and evolve with time, is detrimental to all children and their development. Lacking the ability to do so, whether it is directly because of their conditions or because of how other students perceive them, can dramatically harm them emotionally and mentally.

Another problem with high school cliques is that kids in them feel superior to some of the student who have trouble socially or are reluctant to be in a social situation. For example, a student transfers to new school and doesn’t know anyone. The cliques seem to feel superior because they already have an established group of friends, while the newcomer is still struggling. This would be a great opportunity for the high school counselor or the teachers to help students feel included in the high school social scene by introducing them to kind and friendly students. Cliques tend to have the same ideas or follow the same opinions on different topics. They usually think alike. When someone new enters the picture, they may have new ideas and opinions that may clash with the existing group. Their solution is to exclude that particular person, in order to keep their social circle “normal” in their minds, so they don’t have to change their thinking. “If students only spend time with others who are like them racially, socially, or otherwise they may never learn how to live and work with people who are different.” (Kay Herting Wahl, a University of Minnesota assistant professor of educational psychology) Cliques are so exclusive in this generation and kids are only associating with other very similar to themselves. This does not allow them to explore different people from different experiences or life

     “Education must become fully student-centered and inclusive of the voices and experiences of the students.” (Paragraph 3, bullet 5) I believe this statement is also very true. If teachers would take the time to get to know their students’ and the experiences they have, they may be able to connect with their students on a more personal basis. Teachers and students aren’t personal enough with each other. I look at it like this, my education is in the hands of the person’s classroom I walk into everyday. I would at least like to make myself known so my teachers can connect with me on a level and have an understanding of my learning capacity.

Being able to build positive relationships with others helps children and young people to gain the most from being in school and is important to ensure the communication of information between children and the adults responsible for them. We are more likely to build a positive relationship with someone when we can communicate effectively with them.

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

I appreciate when you say, “The teacher can aid the children in meeting and playing with each other by setting up projects and activities in small groups of children.” However, I think my approach would be a little different in the fact that I would want to foster their abilities to make decisions and not so much if forcing them into friendships they do not want. I believe that using a Social Emotional Learning model in my classroom will teach children to understand their emotions and form friendships/relationships that are best for their development. If you found a certain child does not get along with another would you want them to work together more often to create a friendship or stay apart to develop other healthy friendships?

Great post. Excellent decision on your part! It is rough being the new kid on the block. Some students don't struggle to communicate and fit in with other students. I think more times than not the main reason is an unstable environment. My family moved at least twice per school year, this made it difficult for me to fit in and make any real kind of stable relationships. When a teacher interacts with a stand alone child, I believe it gives that child significance, and other kids take notice of your attention of this child, and want approval of the same from you. When group activities take place, it is the breeding ground for interacting with others and creating friendships.

One was creating an incentive program for existing and previous families that are a part of the center. This can come in the form of a gift card, a percentage off of tuition, or passes to local family activities. This is a program that will encourage all current and previous families to talk about their experiences at the preschool. Creating an incentive program for staff could be a good idea as well. They could earn bonuses, a gift card, or a day of vacation. Another idea suggested was to attend or host community events to bring exposure to the preschool. This would give one the opportunity to share with those in the community about their preschool and allow families to see the preschool if hosted at the center. It creates the feeling that all are welcome in the

A new responsibility that is new is lockers so everyday I have to try really hard to open my locker get my stuff out of it,new and close it also get to class on time. This is my new responsibility here at the Middle School here in Greenbrier.

students feel personally accepted, respected, included and supported by others in the school`s social environment.(p.80).

During my observations in the different classrooms at “The childcare Center”, I learned about the proper environment, the fundamentals of the teachers lesson plans, their health and safety regulations, their approach to guidance and discipline, and overall quality childcare. The center has eight different levels of age groups; each of them has their own curriculum based on their age and developmental needs. This curriculum changes and has a new theme each month that helps the lead teachers to be able to start their lesson plans each week. From infants all the way to pre-K the lesson plans include fine motor, gross motor, art and sensory, math and manipulatives, music and movement, language including both signing and Spanish.

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