Meradith Health symposium handouts

Keeping Students in School by Building Relationships: Going beyond the brain : 

Keeping Students in School by Building Relationships: Going beyond the brain Meredith J. Greene, Ph.D. AVRSB Comprehensive School Health Symposium NSELC October, 2006

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Learning is made real by building on the actual social relationships between teachers and students, the human interaction in the classroom.

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Once a child starts school, teachers may become the most influential adults—besides parents—in the child’s life. Research shows that the quality of children’s early relationships with teachers during the first years of school is crucial in shaping children’s school success over time.

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What a teacher does in the classroom as a person, the nature of a teacher’s expectations, and the patterns of interaction between a teacher and his/her students can account for important variations in the academic attitudes and behaviors of students.

Student-Teacher Relationship Scale R. Pianta, University of Virginia: 

Student-Teacher Relationship Scale R. Pianta, University of Virginia Three dimensions of a teacher’s perception of his/her relationship with a student: closeness, (e.g., share an affectionate, warm relationship with student; if upset, student will seek comfort from teacher) conflict, (e.g., always seem to be struggling with one another; student easily becomes angry with teacher) Dependency (e.g., student asks for help when he/she does not really need help.)

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Positive teacher-student relationships seem to be particularly protective for children with disabilities, who are 'at-risk' because they are less likely to have these requisite school skills and are more likely to start school with behavior problems, cognitive difficulties or social problems. For these children, a positive teacher-student relationship in the early school years can change the trajectory of school experiences, setting them on a path of positive school adjustment and academic achievement.

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Engaging teachers: are effective communicators care about students enthusiastically provide opportunities for active learning fulfill students’ needs for competence, extrinsic rewards, intrinsic interests, social support, and ownership. Student engagement has been related to teacher variables.

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Strict leadership and helpful/friendly behaviors are positively related to student achievement. Cooperation (leadership, helpful/friendly, understanding, student responsibility and freedom) is positively related to student attitudes. The more teachers emphasize these types of behaviors, the more their students respond positively.

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After accounting for many of the traditional risk factors, research shows that schools with more than 1,500 students, a curriculum that lacks academic rigor for all students, and negative teacher-student relationships can actually 'push students out.'

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The nature of teacher-student relationships strongly affects student performance, including the decision to drop out of school.

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Much of the research on why students drop out points to negative teacher-student interactions (i.e., teacher disparagement). Likewise, students who stay in school often cite a 'good teacher' as one of the most positive elements of their school experience.

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While a more fragmented school structure allows teachers in the school to specialize and be more expert in the subjects they teach, it also leads to weaker teacher-student relationships.

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Small school size supports more positive teacher-student relationships. Less-departmentalized schools allow teachers to form closer relationships with their students.

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According to students, the best teachers are: strong classroom leaders, friendlier, more understanding, less uncertain, less dissatisfied, less critical, and allow students more freedom

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Relationships in the classroom break down for a range of complex and interactive reasons: What has happened for the student and for the teacher in the distant and recent past Varying values and expectations in different systems How all of this impacts on constructs about self, school, behaviour and learning What emotions are being brought into play

Teacher Concerns: 

Teacher Concerns Lack of time Large class size Short class duration Non-teaching duties Mandated curriculum standards Focus on school achievement scores Lack of training Lack of training/unprepared Unaware of the issues/lack of knowledge Fear of making mistakes Not knowing what to do Fear of 'overstepping boundaries' Teacher’s place / responsibilities Administrative, legal restrictions Conflicting with parent views/values

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Teachers are trained to: talk more be directive multi-task correct or fix things Counselors are trained to: listen more than they talk never give advice be present (profound concentration, focus, receptiveness) allow the 'client' to find his or her own solutions.

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Students are less likely to leave school when they work with teachers who are flexible, positive, creative, and person-centered rather than rule-oriented. Effective teachers should also maintain high expectations for all of their students and show they care about their students' success. Bhaerman, R.D., andamp; Kopp, K.A. (1988). The School's Choice: Guidelines for Dropout Prevention at the Middle and Junior High School. Columbus: National Center for Research in Vocational Education, Ohio State University.

Rapport: 

Rapport the extent to which students accept or 'buy into' the goals the teacher has spelled out to the class, the student's ability to work toward these goals, the teacher's ability to care genuinely for students and to nurture their learning, and the student and teacher 'connecting' emotionally and students' motivation to participate actively in their education.

Most common positive effects of rapport on student academic behavior: 

Most common positive effects of rapport on student academic behavior increased enjoyment of the teacher and subject matter; motivated to come to class more often, and to pay more attention in class.

Most Common Teacher Behaviors Contributing to the Development of Rapport: 

Most Common Teacher Behaviors Contributing to the Development of Rapport showing a sense of humor; availability before, after, or outside of class; encouraging class discussion; showing interest in them, knowing students' names; sharing personal insights and experiences with the class; relating course material in everyday terms and examples; and understanding that students occasionally have problems arise that inadvertently hinder their progress in their courses.

Tips for rapport-building: 

Tips for rapport-building Learn to call your students by name. Learn something about your students' interests, hobbies, and aspirations. Create and use personally relevant class examples. Arrive to class early and stay late - and chat with your students. Explain your course policies - and why they are what they are. Post and keep office hours. Get on line - use e-mail to increase accessibility

Tips for rapport-building: 

Tips for rapport-building Interact more, lecture less - emphasize active learning. Reward student comments and questions with verbal praise. Be enthusiastic about teaching and passionate about your subject matter. Lighten up - crack a joke now and then. Be humble and, when appropriate, self-deprecating. Make eye contact with each student - without staring, glaring, or flaring. Be respectful. When all else fails, smile - students will think you like them and your job.

According to students: 

According to students Teachers should treat all the kids the same – not have favourites like the ‘good’ students Everyone knows that some students need more help – that is accepted Being consistent matters – getting into trouble for something one day because a teacher is in a bad mood but not another day means you don’t know where you are Knowing students’ names and talking with them about things in their lives makes them feel that they matter

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Talk as an equal – not talking down to students is good It’s good to have teachers you can approach, who don’t make you feel stupid when you don’t know something Teachers should walk the talk. They shouldn’t expect things from students they aren’t prepared to do themselves Teachers who don’t shout get more respect – though doing it occasionally is OK

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Teachers need to be confident in themselves, then students will have confidence in them Teachers should know what they are teaching but not try and be above you all the time Teachers should be friendly but not try to be your friend Teachers need to listen and not jump to conclusions about things.

Ways to Build Strong Teacher-Student Relationships: 

Ways to Build Strong Teacher-Student Relationships Love and Respect Yourself: Be clear on your values and living them. Know what triggers you. Make sure your actions and words are congruent; when you say you'll do something - do it. Learn About Your Students: Show a genuine interest in their lives, their hobbies, sport, family, likes and dislikes. Find out what's important to them and respect it.

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Appreciate Your Students: Take time to understand the challenges and pressures your students face. Understand what makes them tick, why they do what they do. Be aware of peer, academic, and home pressure. Acknowledge Your Students: Take time to positively affirm each student every day. Thank them for coming to class, and for the little and big things they do. Give verbal praise, write notes, give smiles and warm gestures.

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Make Small Concessions: Do small things that make your students feel special - play their music while doing an activity, let them pack up one minute early, or give no homework over a holiday weekend. Include and Empower Your Students: Ask them what they think and value their input. Allow students to help in decision making and give them choice about what they can participate in and how to complete tasks.

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Respect Your Students: Always honour their decisions and never use put downs or sarcasm. Enforce rules and give appropriate responsibilities. Be Open With Students: Let your students know who you are. Share your thoughts, ideas, challenges and past experiences with them. Let them know you are real. Tell them if you are happy, sad, frustrated, anxious, or excited.

Attending: 

Attending Give a speaker your total, complete, and undivided interest using your body, face, and especially eyes Resist distractions, face the speaker fully, maintain eye contact Use nonverbal behaviors and minimal verbal encouragement to communicate your interest

Active Listening : 

Active Listening Clear your mind. Empathize: Get inside the speaker’s skin. Concentrate completely. Watch carefully for nonverbal cues. Don’t just listen, but really hear. Ask yourself what the person is really saying. Identify underlying feelings, as well as surface content. Use your heart, as well as your head, to divine meaning.

Reflection: 

Reflection How are you (over) reacting to what is going on? What might you be expecting from the student that s/he is either unwilling or unable to do? Who does this person remind you of?

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How might you be distorting the way your student appears based on your own projected feelings? What needs of yours are not being met in this relationship? Which buttons of yours are constantly being pushed by this student?

Specific actions for developing good relationships : 

Specific actions for developing good relationships Show the student he or she matters: Greet by name, smile; show an interest by comments and questions Find something about the most challenging student to like or admire and comment positively on qualities and strengths. This may position them and their behaviour differently. Give regular positive feedback which is specific, genuine, and brief Show belief, trust, and high expectations Show that their success, safety, and well-being is of concern

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Show acceptance of the person but not their behaviour: State what students are expected to do rather than what they shouldn’t be doing – information is much easier to hear than accusation Use ‘ I’ statements rather than ‘you’ statements which refer to behaviour not people Offer comfort in distress Give choices which give the student some control and promote self efficacy

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Develop a sense of inclusion and belonging: Ensure that there are experiences which guarantee success – however small Ensure that there is fairness – giving each his or her turn Frame behaviour in terms of equity rights e.g., 'You are not allowed to hurt another student and other students are not allowed to hurt you.' Encourage students to take on a responsibility and give positive feedback for this

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Use the word ‘we’ and ‘our’ to include not to exclude. Avoid unfavourable comparisons or put downs Avoid self fulfilling prophecies Do everything possible to avoid sanctions that are about exclusion Welcome students back if they have been absent Speak about the student positively to others