professional development to practice preface this learning package is appropriate for teams, new...

Professional Development to Practice

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.


Student-Teacher Relationship

Partnership for Student Success

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


Who is Here?

That’s Me!


Memories

Who was your favorite teacher?Why was this person your favorite?Share out with neighbor

Most students remember teachers who CARED….not because they knew their subject matter.

•Bertha•My favorite teacher was…

•Because …


“Children don’t care what you know until they know that you care about them.”

Anonymous




Preparation


Expectations for TrainingTo develop effective methods for

building strong, positive relationships with students into

classroom practice to encourage teacher self-reflection, to improve students’ academic development and to develop students’ socially

appropriate behaviors.


Preparatory Reading

Select one of the articles in the note section as a pre-reading.


Introductions/Reading Reflection

Turn to 9 o’clock partner and discuss:What concept stood out for you?How have you used some of these

concepts in your classroom?How might you use some of these

concepts to build strong, positive relationships with your students?


Pre/Post Assessment

Please complete the Pre-Assessment if you have not already done so on-line

Consultant will collect and compare to the Post Assessment that will be given after the training.




Opening & introductions

Professional Development to PracticeStudent-Teacher Relationship1 meta-analyses, 229 studies,

Rank 12th .72 effect size


Student- Teacher Relationships and Missouri Teacher Standards

Standard #2: Student Learning, growth and developmentQuality Indicator 1: Cognitive, social, emotional and physical development

Quality Indicator 2: Student goals Quality Indicator 4: Differentiated lesson design

Quality Indicator 5: Prior experiences, multiple intelligences, strengths and needs Quality Indicator 6: Language, culture, family and knowledge of community values

Standard #5: Creating a positive classroom learning environmentQuality Indicator 3: Classroom, school and community culture

Standard #6: Effective CommunicationQuality Indicator 2: Sensitivity to culture, gender, intellectual and physical

differences

Standard #8: Reflection on professional practice to assess effect of choices and actions on others

Quality Indicator 1: Self-assessment and improvement Quality Indicator 2: Professional learning Quality Indicator 3: Professional rights, responsibilities and ethical practices

Standard #9: Professional collaborationQuality Indicator 3: Cooperative partnerships in support of student learning


Meeting NormsBe Respectful

Be an active listenerUse notes for side bar conversations

Be ResponsibleBe on time for sessions and after breaksSilence cell phones-reply appropriately

Be a Problem SolverAsk questions as needed to clarify

concepts or directions


Essential QuestionsWhat are elements/practices of a

strong, positive student-teacher relationship that fosters high intellectual performance?

What adult behaviors have a high degree of influence in strong, positive student-teachers relationships?

How might a strong, positive student-teacher relationship be promoted?




Why the topic is important


Why do we need to be concerned about this?


Students are more likely to be emotionally and intellectually

invested in the classes in which they have positive relationships with their

teachers.(Phelan)


Teachers who build positiverelationships with their students may enjoy the

following benefits:Increased levels of students’ interest in and enjoyment of the class.

Increased levels of students’ academic achievement (Murray).

A decrease in the occurrence of classroom disruptions (Phelan).

Northern Illinois University. Forming Positive Student-Teacher Relationships. http://www.cedu.niu.edu. Retrieved fromhttp://www.cedu.niu.edu/~shumow/itt/StudentTchrRelationships.pdf.




Overview of the topic


Session At-A-GlanceWhat are elements/practices of a strong,

positive student-teacher relationship that fosters high intellectual performance?Research and core components

What adult behaviors have a high degree of positive influence in strong student-teachers relationships?ApplicationPlan for implementation

How might a strong, positive student-teacher relationship be promoted?Why build strong, positive relationship with

students?


Learning IntentionsDevelop effective elements/practices for

building strong, positive relationships with students into classroom practice to develop students’ socially appropriate behaviors.

Adult Behaviors-Reflect on becoming a reflective practitioner and continually assess the effects of choices and actions on others.

Develop effective methods for promoting strong, positive relationships with students into classroom practice to improve students’ academic achievement.


Success CriteriaUnderstand the research and core

elements/practices of building positive relationships with students

Understand the impact strong, positive relationships between students and teachers have on learning

Understand how promoting strong, positive student-teacher relationships aligns with the Missouri Teacher Standards

Reflect on current practices Consider challenges/barriers to implementationDevelop methods for strong, positive relationships

with ALL students Plan for classroom application of these strategies




Unpacking the topic


A-Z Taxonomy words associated with Student-Teacher

RelationshipsABCDEFGHIJKLM

NOPQRSTUVWXYZ


DefinitionBuilding 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

Professional Development to PracticeStudent-Teacher Relationships…

“What teachers do is not as vital as how students experience what they do. “It’s students’ own experience of this behavior that is likely to have the greatest impact on their development. Results from students don’t follow from behaviors of their teacher but from the meaning attached to the behaviors.”

Kohn, 2008, p.32


Rain Makers


Also…“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.”

H. Ginott (1993)


Eight Mind Frames 1.Teachers/leaders believe that their fundamental task is to evaluate

the effect of their teaching on students’ learning and achievement. 2.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!

3.Teachers/leaders want to talk more about the learning than the teaching.

4.Teachers/leaders see assessment as feedback about their impact. 5. Teachers/leaders engage in dialogue not monologue. 6.Teachers/leaders enjoy the challenge and never retreat to “doing their

best.” 7.Teachers/leaders believe that it is their role to develop positive

relationships in classrooms/staffroom. 8. Teachers/leaders inform all about the language of learning.




Topic in Practice


And Other Research…Student-teacher relationships influence

what value is placed on the learning experience itself. Inequitable behavior by the teacher is easily discerned by students, guiding how they interact and how they perceive how others view them.

On the other hand, connecting to students’ frames of reference focuses attention and enhances the brain’s quest to seek patterns to make learning more efficient and memorable.

Jackson, 2011


Pedagogy of Confidence…Out of the Seven High Operational Practices (HOP) of the Pedagogy of Confidence the following work to enhance Student-Teacher Relationships:

Identifying and Activating Student Strengths

Building RelationshipsSituating Learning into the Lives of

StudentsAmplifying Student Voice


Identifying and Activating Student Strengths…

Encourages students’ belief in their potential.

Provides individual with a motivating sense of self

Exhibits strengths more frequentlyGenerates confidence and hopeDevelops with practiceAffects reciprocal relationship between

students and teacherReplaces stress with pleasure hormones


Building Relationships

Establish bondsConnected to emotions, stimulate

motivation and memoryProvide fertile ground for behavioral,

social and cognitive developmentHelps students feel connected, sense

of belonging


Building Relationships-TrustCommon definitions of trust include:Relying on individuals or groups to act in ways that best serve the interests of the parties concernedOnly with interdependence is there trustInvolves taking risks, vulnerability with confidence that the other party will not act detrimentally

Forsyth, Adams & Hoy (2011) p. 34


Building Relationships-Trust

When students trust their teachers, they are more

likely to take the risks that new learning entails.

Tschannen-Moran (2004) p. 137


Situating Learning into the Lives of StudentsEngages participation in discovery of

relevance and meaningConnects teachers to students cultural frame

of referenceAssimilates new concepts, opens

comprehensionEngages heightened attentionUses experiences to connect to academic

learningValidates and connects to driving impulse of

students


Amplifying Student Voice

Encourages students to invest in their learning

Brings students into authentic interactionsProvides culturally responsive vehicles for

cognitive developmentAllows insight into their world for teacherMirrors acceptable social behaviors to

emulate and imitate


Pedagogy of Confidence

What has worked for you?How do you know?




Topic in Action


Tripod Project-The Seven C’sWhat Teachers Do (What Students Experience)1.Caring about students (Encouragement and Support)2.Controlling behavior (Press for Cooperation and Peer Support)3.Clarifying lessons (Success Seems Feasible)4.Challenging students (Press for Effort, Perseverance and Rigor)5.Captivating students (Learning seems Interesting and Relevant)6.Conferring with students (Students Sense their Ideas are

Respected)qConsolidating knowledge (Ideas get Connected and Integrated)


Post around in your room charts with the 5 that address Student-Teacher Relationships, indicate how you engage with students in these Cs.

How have you seen or done this in your school?


1. Caring about students (Encouragement and Support)

Greet them at the doorShow empathy and compassion for

their studentsKnow students as individuals (such

as whose grandpa just died or who scored the winning goal in the soccer game this week-end)


2. Controlling behavior (Press for Cooperation and Peer Support)

Set high learning and behavioral expectations for every student

Be a safe personTreat students fairlyCreate an optimal classroom climate

for learning


3. Clarifying lessons (Success Seems Feasible)

Monitor learning and provide feedbackBe thoroughly familiar with the

curriculumBe academically critical to build

learning environments, activities and curriculums that work for ALL of them


4. Challenging students (Press for Effort, Perseverance and Rigor)

Create learning targets relating to the outcomes expected on student higher intellectual achievement

Understand attitudes and dispositions that students bring to the lesson aim to enhance these so they are a positive part of the learning

Plan jointly within the school with clear intention


5. Captivating students (Learning seems Interesting and Relevant)

Provide a high level of trust: students see the climate of the classroom as fair

Listen to studentsMake sure students know the purpose of

the class-to learn and make progressUse the power of peers positively to

progress learning


6. Conferring with students (Students Sense their Ideas are Respected)

Establish a Classroom Community through…Discussion and debate Class murals and collagesDrama and role playing


7. Consolidating knowledge (Ideas get Connected and Integrated)

Talk with colleagues about the impact of their teaching and how to maximize impact

Choose common, highly effective teaching practices and strategies

Evaluate these in light of impact on students (examine data)


Developing healthy dispositions and experiencing a high quality of

life in schoolResearch (R. Ferguson) shows relationships to the Seven C’s for:Happiness in classGood behavior in classHealth vs. unhealthy responses to social pressures

(e.g., holding back, hiding effort, help avoidance, etc.)Self-consciousness about being perceived as smart or not by peersAcademic engagement/effortSatisfaction with performance and progress


Yes, but….This all sounds well and good, but I don’t think it will work because….

What are some barriers that may be preventing this from occurring?

How might you use what you have learned to overcome these barriers?

Create T chart with your partner-On the left put Obstacles/Challenges


You are a positive influence on the students in your room!

Turn to a shoulder partner and discuss:Why am I an influence on ALL the students in

my class?Which practices that we have discussed do

you exhibit with your students, how do you know?

Write on the right side of your T chart Resolutions


Student Teacher Survey Activity

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.

Professional Development to PracticeSchool Wide 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.”

Sugai & Lewis, 1999

Professional Development to PracticeNon-classroom Setting Systems

School Wide PBSPositive expectations and routines taught and encouraged

Active supervision by all staff-Scan, move, interact

Pre-corrections and remindersPositive Reinforcement


Classroom Setting Systems: SWPBIS

Classroom-wide positive expectations taught and encouraged

Classroom procedures, routines and cues are taught and encouraged

Active supervisionRedirections for minor, infrequent behavior

errorsFrequent pre-corrections for chronic errorsEffective academic instruction and curriculum

Professional Development to PracticeSchool Wide Positive Behavioral Support

ConnectionSuccess 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 , G. & Lewis, T. (1999). Effective Behavior Support: A systems approach to proactive schoolwide management. Focus on Exceptional Child. 31 (6), 1-24


What is the recipe for creating strong, positive

student-teacher relationships?

Table Group Activity: Create a recipe for creating strong student-teacher relationships:


Relationship analogy…


Relationships are like jewels. It has many facets. When you look at it from one angle it is unique, but when you look at it as a whole it has a beautiful

combination of colors that interact and blend for a brilliant result.


So What, What Action Can I Take?

Activities you can implement tomorrow in your classroom-Who are You?- SheetMusical Chairs- Seating ChartThe Two-Minute Interview

Adapted from Hal Urban: Lessons From the Classroom


Take Action: The Power of Words

Sticks and Stones can break my bones, but words can break my heart. -Robert FulghumCreate a Safe Zone for all students

Put ups instead of put downsComplimenting instead of complainingProactive words instead of moaning/groaningKind words instead of swearingHelpful words instead of toxic words/sarcasm Positive reports- brag on students, instead

of harmful gossip




Assessment


Purpose and Content

Purpose: Provide opportunity for the learners to reflect on their learning and potential implementation challenges.

Content: Post-assessment learner knowledge; Reflect on personal teaching context and implementation




Reflection


As we conclude…Essential Questions:What are elements/practices of a strong, positive student-teacher relationship that fosters high intellectual performance?What adult behaviors have a high degree of positive influence in strong student-teachers relationships? How might a strong, positive student-teacher relationship be promoted?


Practice Profile


Fidelity ChecklistStudent-Teacher Relationship Fidelity Implementation Checklist

Instructions: This checklist is designed for frequent checking on the fidelity of implementing feedback. Fidelity should be monitored “early and often” (Harn, Parisi, & Stoolmiller, 2013) especially early in implementation. It is recommended that educators self-monitor their fidelity daily during early implementation. A on-site coach may also observe and use this form to record fidelity. Completed checklists can be discussed during coaching conversations. If the number of 'Yes' items is repeatedly fewer than four(4), then coaching may be beneficial.

Teacher (I) Yes Partially

No If partially or no, please explain.

1. Uses elements of a strong, positive student-teacher relationship to build socially-appropriate behaviors.

1. Develops effective adult behaviors for building strong, positive relationships with students into classroom practice to develop students’ academic achievement and socially appropriate behaviors.

1. Develops effective methods for promoting strong, positive relationships with students into classroom practice to improve students’ academic achievement.


Next Steps: Action=ResultsNext Steps: Actions = Results

Content Focus

Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned

What? Responsible

Person(s) Who?

Timeline When?

Resources/Support Needed Results So What?

What steps will you take to start implementing?




Closing & follow-up


Imagine….

When student-teacher relationships are strong, positively established…..What does your classroom “feel” like?What does it look like?What would someone observe if they

visited?Whose name might your student say

years from now? Might it be yours?


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?


M.I.P.

What is your “Most Important Point” (M.I.P.)

from the training?


M.I.P.

What is your “Most Important Point” (M.I.P.) from the training?

Locate your “Favorite Teacher” partner & have a standing

conversation!

•Bertha•My favorite teacher was…

•Because …


ReferencesBirch, S., and Ladd, G. 1997. The Teacher-Child Relationship and Children’s Early School Adjustment. Journal

of School Psychology 35 (1): 61–79

Daniels, D., & Perry, K., (2003). Learner-centered: according to children. Theory Into Practice, 42(2), 102-108

Erwin, J. (2004). The classroom of choice. Alexandria, VA: ASCD

Forsyth, Adams & Hoy (2011). Collective trust. NY: Teachers College

Ginott, H. (1993). Teacher and Child: A Book for Parents and Teachers. Scribner Book Company

Hamre, B., & Pianta, R. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London & NY: Routledge.

Jackson, Y. (2011). The pedagogy of confidence. Teachers College Press. NY: NY

Jensen, E. (2008). Super teaching. Thousand Oaks, CA: Corwin Press.

Klem, A., Connell, J. (2004). Relationships matter: linking teacher support to student engagement and achievement. Journal of School Health, 74 (7): 262-273

Kohn, A. (2008).It’s not what we teach, it’s what they learn. Education Week. 28 (3), 26,32

Murray, Christopher. (2002). “Supportive teacher-student relationships: Promoting the social and emotional health of early adolescents with high incidence disabilities.” Childhood Education 78 (5): 285-290

Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children’s school adjustment. Educational Psychologist, 33 (4), 177-194


Phelan, P., Davidson, A., Locke, H. and Thanh, C. (1992). Speaking up: students' perspectives on school. Phi Delta Kappan 73 (9): 695-704

Pianta, Robert C (1999). Enhancing relationships between children and teachers. Washington, D.C.: American Psychological Assn.

Sugai , G. & Lewis, T. (1999). Effective Behavior Support: A systems approach to proactive schoolwide management. Focus on Exceptional Child. 31 (6), 1-24

Testerman, J. (1996). Holding at-risk students: the secret is one-on-one. Phi Delta Kappan 77 (5): 364-365

Tschannen-Moran, M. (2004). Trust matters. San Francisco, CA: Jossey-Bass.Urban, H. (2008). Lessons from the classroom: 20 things good teachers do. Redwood City,

CA.: Great Lessons Press.Wilson, D. (2004). The interface of school climate and school connectedness and

relationships with aggression and victimization. Journal of School Health, 74(7): 293-299.

Wolk, S. (2003). Hearts and minds. Educational Leadership, 61 (1): 14-18

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