Teacher Student Relationships

1. Teacher Student Relationships Chapter 4

2. Classroom Management

3. High Dominance Clarity of purpose and strong guidance High Submission Lack of clarity and purpose • Teacher provides purpose and guidance relative to the content addressed in class as well as the behavioral expectations in class through strong guidance Dominance versus Submission

4. High Cooperation Characterized by a concern for the needs and opinion of others and a desire to function as a member of a team as opposed to an individual High Opposition Active antagonism toward others and a desire to thwart their goals and desires Cooperation versus Opposition

5. Dominance Cooperation Moderate to high dominance and moderate to high cooperation is optimal Optimal Teacher Student Relationship

6. Rules rewards/punishments • Follow rule get rewarded / break rule get punished Relationship/listening style • Attend to student concerns with little emphasis on discipline Confronting/contracting • Direct attention to disciplinary problems but not in a inflexible way **Confronting / contracting was voted most popular by grades 4-6. It executes negative consequences for negative choices but demonstrates a concern for students’ needs and preferences Classroom Management Styles

7. TESA – Teacher Expectations and Student Achievement • Response opportunities • Equitable distribution of positive types of responses • Helping individual students • Response latency • Types of questions • Feedback • Affirmation of correct performance • Praise and reasons for praise • Listening • Accepting feelings • Personal regard • Proximity • Courtesy • Personal interest • Touching • Desisting Staff Development Programs

8. Action Steps

9. Use specific techniques to establish an appropriate level of dominance in the classroom • Exhibit assertive behavior • Use of assertive body language • Use appropriate tone of voice • Persist until the appropriate behavior is displayed • Establish clear learning goals • Clear about goals and provide feedback • Learning goal + rubrics will promote students to take ownership of their learning Step One

10. Use specific behaviors that communicate an appropriate level of cooperation • Provide flexible learning goals • Take a personal interest in students • Use equitable and positive classroom behaviors • Respond appropriately to students incorrect responses Step Two

11. Be aware of the needs of different types of students • Passive • Aggressive • Attention problems • Perfectionist • Socially inept Step Three