1. Building Relationships and Expressing High Expectations

2. Thinking The cognitive framework addresses the three criteria that impact how people think. It is the marriage of the three criteria—the demands of your environment, your relationships with others, and the resources that you have at your disposal. All three formulate your cognitive framework. Resources Demands of environment Relationships and knowledge 2 What is this cognitive frame?

3. All learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to learning. Most learning is in essence emotional. Virtually all learning starts with a significant relationship. –Stanley Greenspan and Beryl Benderly 3

4. In a study of 14,879 individuals aged 12–25 years against 1.5 million data points. What makes the biggest difference in the success of a child? ONE GOOD ADULT What makes the biggest difference in the success of a child? ONE GOOD ADULT —Dr. Tony Bates, in a speech in Dublin, Ireland, April 19, 2012

5. –Dr. James Comer "No significant learning occurs without a significant relationship." 5

6.  Describe a significant adult in your education career to a partner. What specifically did that individual do to support you?

7. If a student and teacher do not have a relationship of mutual respect, the learning will be significantly reduced. For some students, it won’t occur at all. If a student and a teacher don’t like each other—or even come to despise each other—forget about significant learning. If mutual respect is present, it can compensate for the dislike. Mutual respect is as much about nonverbals as it is about what you say. Mutual Respect 7

8.  Support: the direct-teaching of processes and mental models.  High expectations: the approach that says, “I know you can do it, and you will.”  Insistence: the motivation and persistence that come from the relationship. Mutual Respect Relationships of mutual respect must have three things present: 8

9. For mutual respect to exist, there must be structure, consequence, and choice. Structure is the external parameters and internal boundaries. Consequence is what happens when structure is not honored. Choice is an individual decision regarding those parameters and boundaries. Mutual Respect 9

10. Refer to the handouts.  What do you feel will be easily implemented within your classroom?  What will be more difficult for you to implement?

11. Creating Relationships DEPOSITSWITHDRAWALS Seeking first to understandSeeking first to be understood Keeping promisesBreaking promises Kindnesses, courtesiesUnkindnesses, discourtesies Clarifying expectationsViolating expectations Loyalty to the absentDisloyalty, duplicity ApologiesPride, conceit, arrogance Open to feedbackRejecting feedback Note. Adapted from The 7 Habits of Highly Effective People, by Stephen Covey, 1989. 11

12. DEPOSITS MADE TO INDIVIDUAL IN POVERTY WITHDRAWALS MADE FROM INDIVIDUAL IN POVERTY Appreciation for humor and entertainment provided by the individual Put-downs or sarcasm about the humor or the individual Acceptance of what the individual cannot say about a person or situation Insistence and demands for full explanation about a person or situation Respect for the demands and priorities of relationships Insistence on the middle-class view of relationships Using the adult voiceUsing the parent voice Assisting with goal settingTelling the individual his/her goals Identifying options related to available resources Making judgments based on the value and availability of resources Understanding the importance of personal freedom, speech, and individual personality Assigning pejorative character traits to the individual Creating Relationships 12

13. 13 What can a teacher do to build relationships? 1.Calls on everyone in room equitably. 2.Provides individual help. 3.Gives “wait” time (allows student enough time to answer). 4.Asks questions to give student clues about answer. 5.Asks questions that require more thought. 6.Tells students whether their answers are right or wrong. 7.Gives specific praise. 8.Gives reasons for praise. Note. Adapted from “TESA (Teacher Expectations & Student Achievement).” Los Angeles Department of Education. “TESA (Teacher Expectations & Student Achievement)” identified 15 behaviors that teachers use with good students. The research study found that when teachers used these interactions with low-achieving students, they made significant gains in achievement.

14. 14 9.Listens. 10.Accepts feelings of student. 11.Gets within arm’s reach of each student each day. 12.Is courteous to students. 13.Shows personal interest and gives compliments. 14.Touches students (appropriately). 15.Desists (does not call attention to every negative student behavior). Note. Adapted from “TESA (Teacher Expectations & Student Achievement).” Los Angeles Department of Education. What can a teacher do to build relationships? (continued)

15. Creating an Environment of Mutual Respect 1.Know something about each student. 2.Engage in behaviors that indicate affection for each student. 3.Bring student interests into content and personalize learning activities. 4.Engage in physical behaviors that communicate interest in students. 5.Use humor when appropriate. 6.Consistently enforce positive and negative consequences. –Robert J. Marzano, The Art and Science of Teaching, 2007 15

16. "Rules without relationships breed rebellion." –Grant East 16

17. What strategies will you use to build relationships with your students?