Teacher-Student-08-2017

Hidden Slide #2
Supplies or materials needed:
Index cards (any size)
Chart paper Post-it-notes
Lined paper for letter writing

Hidden Slide #3
Handouts needed:
Fostering Relationships in the Classroom (pre-read and jig saw)
Teacher-Student Relationships (infographic)
A-Z Taxonomy
Teacher and Child
Hattie’s Ten Mindframes for Educators
Teacher-Student Survey
Teacher-Student Relationships Practice Profile
Next Steps: Action = Results

Teacher-Student Relationships

Acknowledgements
Special thanks to all contributors to the development and revision of this module.
Student-Teacher Relationships was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2014 after being developed by a team of content experts. This version completed in 2017 was retitled Teacher-Student Relationships in order to align with John Hattie’s research on Visible Learning. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package.
Content Development and Revision Support
UMKC Institute for Human Development
Ronda Jenson, Director Stefanie Lindsay
Arden Day Carla Williams
Jodi Arnold
SPDG Management Team

Initial Content Development Team, 2014
Darlene Jones, StL RPDC Sam MacCauley, StL RPDC
Chris Montgomery, StL RPDC Bertha Richardson, StL RPDC
Jeanne Rothermel, StL RPDC Randy Speers, StL RPDC
Julie Speery, StL RPDC Beth Robin, StL RPDC
2016 Revision Team
Susan Hekmat, SE RPDC Ginger Henry, DESE
Cheryl LeFon, SC RPDC July McClung, C RPDC
Mary McConnell, KC RPDC Tammy Ratliff, NE RPDC
Linda Shippy, C RPDC Sarah Spence, C SIS
Nancy Steele, Facilitator, NE SIS

Welcome and Introductions

Who is Here?
That’s Me!

Session-at-a-Glance
Introductory materials
Building strong, positive teacher-student relationships
Classroom practices
Assessment and reflection
Closing and next steps

Hattie’s “Barometer of Influence”
Negative
Low
Medium
High
(Hattie, 2009)
hp= 0.40

Teacher-Student Relationships
(.52 effect size)
(Hattie, 2015)

Teacher-Student Relationships and
Missouri Teacher Standards
Standard #2: Student Learning, Growth and Development
Standard #5: Positive Classroom Environment
Standard #6: Effective Communication
Standard #8: Professionalism
Standard #9: Professional Collaboration
(Missouri Department of Elementary and Secondary Education, 2013)

Quote
“It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.”
John Hattie
(The Australian Society for Evidence-Based Teaching, 2017)

Guiding Questions
What are elements/practices of a strong, positive teacher-student relationships that foster high intellectual performance?
What might be some adult behaviors that would have a high degree of influence on building strong, positive teacher-student relationships?
How might strong, positive teacher-student relationships be promoted?

Expectations for Training
Develop effective classroom methods for building strong, positive relationships with students.
Encourage teacher self-reflection.
Improve students’ academic development.
Develop students’ socially appropriate behaviors.

Norms
Begin and end on time.
Be an engaged participant.
Be an active listener—open to new ideas.
Use notes for side bar conversations.
Use electronics respectfully.

A-Z Taxonomy
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z

Favorite Teacher
Who was your favorite teacher?
Why was this person your favorite teacher?
Share out with a partner
Shout out your descriptors

"No significant learning occurs without a significant relationship."
James Comer
Building a respectful relationship doesn't mean becoming the student's buddy. It means that teachers both insist on high-quality work and offer support.
(Payne, 2008)

Preparatory Reading
(Ferlazzo, 2012)

Why should we be concerned about building positive teacher-student relationships?

http://www.youtube.com/watch?v=SFnMTHhKdkw
(Pierson, 2013)

“Students are more likely to be emotionally and intellectually invested in the classes in which they have positive relationships with their teachers.”
(Phelan, Davidson, & Cao, 1992)

Definition
“Building relations with students implies agency, efficacy, respect by the teacher for what the child brings to the class (from home, culture, peers) and allowing the experiences of the child to be recognized in the classroom. Further, developing relationships requires skill by the teacher – such as the skills of listening, empathy, caring and having positive regard for others.”
(Hattie, 2009, p. 118)

Teacher and Child
I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.
(Ginot, 1972)

Hattie’s Mindframes for Educators
My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.
The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.
I want to talk more about learning than teaching.
Assessment is about my impact.
I teach through dialogue not monologue.
I enjoy the challenge and never retreat to “doing my best”.
It’s my role to develop positive relationships in class and staffrooms.
I inform all about the language of learning.
I recognize that learning is hard work.
I collaborate.
(Hattie, 2012)
Teachers/leaders believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement.
Teachers/leaders believe that success and failure in student learning is about what they, as teachers or leaders, did or did not do… We are change agents!
Teachers/leaders want to talk more about the learning than the teaching.
Teachers/leaders see assessment as feedback about their impact.
Teachers/leaders engage in dialogue not monologue.
Teachers/leaders enjoy the challenge and never retreat to “doing their best.”
Teachers/leaders believe that it is their role to develop positive relationships in classrooms/staffroom.
Teachers/leaders inform all about the language of learning.

One Teacher’s Idea
Cape Girardeau Middle School teacher, Kelly Branch, asked her students at the beginning of year to create their own unique handshake that she could then learn and greet them with at the door each and every day.
(Ruch, 2017)
http://www.kfvs12.com/Clip/13082187/teacher-has-special-handshake-for-each-student#.WKIbRe0X5w8.email

The Seven C’s—Tripod Project
What Teachers Do (What Students Experience)
Caring about students (Encouragement and Support)
Controlling behavior (Press for Cooperation and Peer Support)
Clarifying lessons (Success Seems Feasible)
Challenging students (Press for Effort, Perseverance and Rigor)
Captivating students (Learning seems Interesting and Relevant)
Conferring with students (Students Sense their Ideas are Respected)
Consolidating knowledge (Ideas get Connected and Integrated)
(The Positive Classroom, 2017)

Teacher-Student Survey
Use the survey to rate yourself on these behaviors. Use a scale of 1-5 with 1 indicating you think you have difficulty with this and 5 indicating you are pretty effective in this area.
(Ferguson, 2011)

Challenges and Resolutions
What are some of the challenges to developing strong positive teacher-student relationships?
How might you use what you have learned to overcome these challenges?
Create a T-chart with a partner.
On the Left On the Right
Challenges Resolutions

You are a positive influence
on the students in your room!
Take the A-Z Taxonomy words and take a few minutes to turn the word list into statements of affirmation.
C = care
I will be caring when I speak to students.

Schoolwide Positive Behavioral Support Connection
“What we do now is really figure out ways to support all kids for their social, emotional benefits. And we look at school discipline. We look at classroom management and we look at how kids and families are supported at schools for the social behavioral growth.”
(Lewis & Sugai 1999)

Nonclassroom Setting Systems
Schoolwide PBS
Positive expectations and routines taught and encouraged
Active supervision by all staff
Scan, move, interact
Pre-corrections and reminders
Positive reinforcement

Classroom Setting Systems
SWPBIS
Classroomwide positive expectations taught and encouraged
Classroom procedures, routines, and cues are taught and encouraged
Active supervision
Redirections for minor, infrequent behavior errors
Frequent pre-corrections for chronic errors
Effective academic instruction and curriculum

Schoolwide Positive Behavioral Support Connection
“Success is associated with having appropriate models available, having their actions monitored regularly, having regular opportunities for academic and social success, and having access to meaningful feedback that guides their behavior.”
(Sugai & Lewis, 1996)

Teacher-Student Relationships
Assessment and Reflection

Letter
Create an open letter to teacher candidates or fellow colleagues on ways to better establish Teacher-Student Relationships.

Reflection
Based on what you have learned today
What steps might you take in order to develop strong, positive relationships with your students?
What potential challenges do you foresee? How might these be overcome?
What strategies, practices and/or resources might you use to ensure that your relationships are positive and lasting?

Missouri Teacher of the Year
(Darbie Valenti, 2016)
https://www.youtube.com/watch?v=NVcDeTzCMeE&t=10s

Teacher-Student Relationships
Closing & Next Steps

Practice Profile

Self-Assessment Practice Profile
Excel Workbook
http://sapp.missouripd.org

Next Steps: Action = Results
What steps will you take to start implementing?

Next Steps: Action = Results
What steps will you take to start implementing?

Quote
“It is teachers who have created positive teacher student relationships that are more likely to have the above average effects on student achievement.”
John Hattie
(The Australian Society for Evidence-Based Teaching, 2017)