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Foundation of Classroom Management. Building Positive Relationships. Why Are Relationships Important?. For some students, displaying concern outside of school is a significant factor influencing motivation and achievement (Jones & Jones, 2007)

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foundation of classroom management
Foundation of Classroom Management

Building Positive Relationships

why are relationships important
Why Are Relationships Important?
  • For some students, displaying concern outside of school is a significant factor influencing motivation and achievement (Jones & Jones, 2007)
  • Positive Relationships with teachers appear to be a factor that prevents high-risk students from being retained or referred for special education. (Pianta, Steinberg, & Rollins, 1995)
  • Positive relationships are the foundation of effective classroom management. (Marzan, Marzano, & Pickering, 2003)
barriers
Barriers
  • Cultural/religious differences
  • Underlying biases
  • Achievement differences
  • Time
  • Family disconnected to school community
  • Communication/language differences
building positive relationships
Building Positive Relationships
  • Provides non-contingent positive attention
  • Ongoing throughout the school year
  • Promotes positive adult/student relationships
  • Improves overall system functioning
  • Increases opportunity for instruction
teacher behaviors
Teacher Behaviors

Intentional

Disinviting

Inviting

Inviting School Success, Purkey & Novak, 1984

intentionally disinviting
Intentionally Disinviting

Behaviors or comments intended to be degrading or derogatory

unintentionally disinviting
Unintentionally Disinviting

Behaviors or comments that may cause unintentional strains on a student/teacher relationship

unintentionally inviting
Unintentionally Inviting

Behaviors and comments that are inherently positive.

intentionally inviting
Intentionally Inviting

Behaviors and comments targeted to let students know that they are valued

teacher behaviors1
Teacher Behaviors

Unintentional

Disinviting

Inviting

Inviting School Success, Purkey & Novak, 1984

relationship building strategies
Relationship Building Strategies

Greet students by name daily as they arrive.

  • sets positive tone
  • has been proven to increase student time-on-task

2x10 Method

  • 2 uninterrupted minutes each day, 10 consecutive days
  • Talk about your interests, ask questions, share stores.
  • Do not talk about school, academics, behavior

4H Method

  • Greet challenging students with one of the four Hs—handshake, high-five, “hello,” or “how are you?
relationship building strategies1
Relationship Building Strategies

3:1 Ratio

  • Giving three responses to positive behavior for every one response to negative behavior will maintain current behavior
  • Use a 7:1 ratio to improve behavior
  • Post a 3:1 reminder in your classroom

1 Week Positive Campaign

  • Find a positive quality related to behavior goal
  • Spend one week praising the student(s) when the quality is displayed
  • Be specific
creating a positive environment activity
Creating a Positive EnvironmentActivity
  • Seven groups
  • Each group reviews one section and decides which strategies resonate (~5 minutes)
  • Groups share 2-3 strategies (2-3 minutes)
creating a supportive classroom
Creating a Supportive Classroom
  • Create a positive relationship with students
  • Create a “family feel” in your classroom
  • Establish a positive relationship with students’ families
  • Teach and review behavior expectations
  • Use student peer support
  • Class-wide and individual student incentives
  • Help students remove themselves physically or mentally from negative situations
other behavioral resources
Other Behavioral Resources
  • Principal/Assistant Principal
  • Counselor
  • Child Study Facilitator
  • Social Emotional Learning Specialists
  • Behavior Intervention Plan (eCST)
  • Child Study Team
  • Behavior Specialist (requires CST referral and CSSF observation)
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