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Developing A Positive Relationship with Students

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Nate Binzen

on 5 November 2015

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Transcript of Developing A Positive Relationship with Students

How I will introduce myself to students
Personal and professional information about myself

Most of my career wasn’t teaching
I used to work in marketing/communications
In grad school, I studied theology; undergrad – international relations
How I will develop positive personal interactions with my students
I'll convey that…
I am providing guidance and control of both their learning and their behavior
We are a team devoted to the well-being of all
I have a stake in the success of each one of them
Provide guidance and control…
…of the students’ learning
Where did I learn this awesome stuff?!
The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, by Robert J. Marzano, 2007, Association for Supervision and Curriculum Development

Affective domain taxonomy sources:
Awareness of the affective domain
More ways of positive personal interaction!
Hey, fuggedabout your thoughts and feelings; just deliver on your
– that’s what’s visible
Stay out of a ‘we-they’ stance
Bonus qualities: consideration, buoyancy, patience

Developing Positive Relationships with My Seventh-Grade Social Studies Students
Nate Binzen, November 2015
More about me!
I grew up in northwest Connecticut
Have lived in Berkeley, Boston, New Orleans, London, New York

I think “Social Studies” is the worst name for a course ever
Thought of the day: Ideas, beliefs, and actions all have power
Striking the balance
You want to show the appropriate level of:
“Dominance”: clarity of purpose and strong guidance
community-building, and
concern for each individual

Especially not too little, but also watch out for too much!
Provide guidance and control…
…of the students’ behavior

Establish and maintain classroom rules and procedures
Recognize and acknowledge adherence and lack of it
Emotional objectivity
: don’t interpret violations and negativity as a personal attack; maintain emotional distance

Action steps to communicate guidance and control:
Consistently enforce positive and negative consequences
Project a sense of emotional objectivity
Recognize that emotions are natural and inevitable
Monitor your thoughts and emotions
Reframe: explain students’ behaviors in terms that are not threatening or offensive to the teacher
Maintain a cool exterior

How I will support students’ social/emotional well-being
...is concern for each student, and building a sense of community in the classroom
Students interpret the teacher’s behavior as evidence for or against his/her investment in the classroom community

Know something about each student
Engage in behaviors that indicate affection for each student
Bring student interests into the content and personalize learning activities
Use humor when appropriate
Engage in physical behaviors that communicate interest in students

Valued signals:




Eye contact

There are developmental levels in the affective domain:
Receiving (awareness, respectful attention)

Responding (active participation)

Valuing (attaches value to an object, phenomenon, or behavior)

Organization (organizes values into priorities)

Internalizing values (has a value system that controls their behavior)

Why does it matter?
Understanding where your students are on the affective development spectrum helps you to respond to them in a way that’s meaningful.

You develop instructional strategies to help the students move up to the next level.

Establish learning goals
Track progress
Celebrate success
What the teacher projects moment-to-moment really matters!

Even non-communication:
ignoring or inattention is
read as intentional

Action steps to
communicate concern
and cooperation:
The affective domain is about how “we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.”

(Krathwohl, Bloom, Masia, 1973)

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