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Developing A Positive Relationship with Students
Transcript of Developing A Positive Relationship with 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
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
: 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
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
What the teacher projects moment-to-moment really matters!
ignoring or inattention is
read as intentional
Action steps to
The affective domain is about how “we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.”
(Krathwohl, Bloom, Masia, 1973)