Preface This learning package is appropriate for teams, new teachers or individual educators. It could be delivered as a day long (increase activities.

Preface This learning package is appropriate for teams, new teachers or individual educators. It could be delivered as a day long (increase activities and talk time), half day or over several mini-sessions. The PD provider is expected to model appropriate elements of strong relationship building during the presentation of this instructional practice. This slide is NOT be displayed by presenter-slide hidden. Non-Negotiable Elements of STR Promoting STR Adults Behaviors in STR Reflection- slide

Student-Teacher Relationship
Partnership for Student Success Positive teacher-student relationships — evidenced by teachers' reports of low conflict, a high degree of closeness and support, and little dependency — have been shown to support students' adjustment to school, contribute to their social skills, promote academic performance, and foster students' resiliency in academic performance (Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Hamre & Pianta, 2001). Teachers who experience close relationships with students reported that their students were less likely to avoid school, appeared more self-directed, more cooperative, and more engaged in learning (Birch & Ladd, 1997; Klem & Connell, 2004). Students reported liking school more and experiencing less loneliness if they had a close relationship with their teachers. Students with better teacher-student relationships also showed better performance on measures of academic performance and school readiness (Birch & Ladd, 1997). Teachers who use more learner-centered practices (i.e., practices that show sensitivity to individual differences among students, include students in the decision-making, and acknowledge students' developmental, personal and relational needs) produced greater motivation in their students than those who used fewer of such practices (Daniels & Perry, 2003; Perry & Weinstein, 1998). Hattie indicates that the effect size is .72 St. Louis RPDC Student-Teacher Relationship Committee members: Chris Montgomery; Beth Tobin; Randy Speers, Ed. D. ; Julie Speery, Ed. D.; Jeanne Rothermel; Sam MacCauley; Darlene Jones, Ed. D. and Bertha Richardson, Ed. D. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Who is Here? That’s Me! Give different roles and have participants indicate “That’s Me! if they fit the role. Sample: Administrators; grade levels (Kg, 1, etc.); Central Office;… Etc. Have participants make name tents with first names. Give an example of a name acrostic with your name. Have them write their own acrostic. After introducing yourself with a name acrostic, have them introduce each other with one letter from their name acrostics. Have them set up learning notebooks (can be made from “foldables”) and personalize the cover, on the back of the cover place a Table of Content. On left side of page write Date, on the same line, in the center write, Topic/Event and on the right side of that same line write Page. On first page make a clock face with space, set up clock partners-make an appointment for o’clock on clock face.

Memories Who was your favorite teacher?
Bertha My favorite teacher was… Because … 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. On an index card have teachers write their name and brief answers to the questions on the slide. Have teachers to introduce themselves to 3 o’clock partner and share a memory about their favorite teacher. To share out with the whole group, have the partners introduce each other and share one thing they learned. On the count of three, everyone shout out the name of your favorite teacher. 1, 2, 3…. How long ago did this person make an impact on you? 1, 2, 3… Identify the longest time ago. _____ years ago This activity was done after participants thought of their favorite teacher, wrote about why he/she was their favorite and shared out with a partner about their favorite teacher. They then shout out one word that described their favorite teacher as the words are written on a chart. Words to Describe Favorite Teacher Caring Expectations Interesting Unique Innovative Fun Understanding Hands-On Engaging Management Supportive

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

Preparation Purpose: Provide opportunity for learners to engage in the content prior to the formal training Content: Learning objectives; Expectations for the training; Preparatory reading Reflection exercise

Expectations for Training
To 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. Select one of the following 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? Have participants find and record clock partners, draw a clock face in the notebook that you made earlier. Have someone write their name at – 12 o’clock on the face. This will be the person that you find when indicated to have a standing conversation. In notebook have some time to reflect over the ideas that you got from the reading. Ask participants to interview 9 o’clock partner (see below) asking the following: 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.

The URL is below: Show this segment of the video. Write in notebooks what stood out for you. Turn and talk with a partner.

Opening & introductions
Purpose: Provide an overview of the day, including reviewing learner objectives, outcomes, and essential questions Content: Session at-a-glance; Introductions; Essential questions; Norms; Pre-assessment

Student-Teacher Relationship 1 meta-analyses, 229 studies, Rank 12th
.72 effect size Of the 138 influences studied by Hattie, Student-Teacher Relationships ranked 12th in its impact on student achievement with an effect size of 0.72. In his meta-analyses, the average effect size was d= According to Hattie (Visible Learning, p. 16), “This average summarizes the typical effect of all possible influences in education and should be used as the benchmark to judge effects in education.” On Hattie’s barometer, this is labeled as the “Zone of Desired Effects”. “The typical effects from teachers are between d=0.15 and d= Any influences in this zone are similar to what teachers can accomplish in a typical year of schooling.” (Visible Learning, p. 20) “The zone between d=0.0 and d=0.15 is what students could probably achieve if there was no schooling.” (Visible Learning, p. 20) “The final category includes the reverse effects – those that decrease achievement.” (Visible Learning,. P. 20) Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London, UK: Routledge.

Student- Teacher Relationships and Missouri Teacher Standards
Standard #2: Student Learning, growth and development Quality 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 environment Quality Indicator 3: Classroom, school and community culture Standard #6: Effective Communication Quality 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 collaboration Quality Indicator 3: Cooperative partnerships in support of student learning Show the standard and have folks share with a partner whether they think it aligns the MO Teacher Standards and the work they are beginning. Standard #2: Understanding and Encouraging Student Learning, Growth and Development The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social and personal development of all students. Indicators: 1,2, 4, 5,6 Standard #5: Creating a Positive Classroom Learning Environment The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. Indicators: 3 Standard #6: Utilizing Effective Communication The teacher models effective verbal, nonverbal and media communication techniques with students and parents to foster active inquiry, collaboration and supportive interaction in the classroom. Indicators: 2 Standard #8: Professional Practice The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. Indicators 1,2,3 Standard #9: Professional Collaboration The teacher has effective working relationships with students, parents, school colleagues and community members.

Meeting Norms Be Respectful Be Responsible Be a Problem Solver
Be an active listener Use notes for side bar conversations Be Responsible Be on time for sessions and after breaks Silence cell phones-reply appropriately Be a Problem Solver Ask questions as needed to clarify concepts or directions

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 influence in strong, positive student-teachers relationships? How might a strong, positive student-teacher relationship be promoted?

Why the topic is important
Purpose: Review the basics and relevance to student learning Content: Implications for student learning; Ways implementation aligns with common core standards

Why do we need to be concerned about this?
Hattie’s research ranked teacher-student relationships as having a 0.72 effect size on student achievement. “…students with positive attachments to their teachers and schools have higher grades and higher standardized test scores.” “Secure teacher-student relationships predict greater knowledge, higher test scores, academic motivation and fewer retentions and special ed. referrals.” Science Daily-June, 2009 “The quality of teacher-student relationships is the keystone for all other aspects of classroom management.” -Marzano and Marzano, Dimensions of Learning “A significant body of research indicates that academic achievement and student’s behavior are influenced by the quality of the teacher-student relationship.” “…73% of students in the study who were low achieving, perceived their teachers as thinking poorly of them.” Englishpage.com, 2010

Students are more likely to be emotionally and intellectually invested in the classes in which they have positive relationships with their teachers. (Phelan) Northern Illinois University. Forming Positive Student-Teacher Relationships. Retrieved from

Teachers who build positive relationships 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. Retrieved from Northern Illinois University. Forming Positive Student-Teacher Relationships. Retrieved from

Overview of the topic Purpose: Provide learner with core concepts, terms, and vision for implementation. Content: Core concepts; Glossary of terms; Implementation example

Session At-A-Glance What 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? Application Plan for implementation How might a strong, positive student-teacher relationship be promoted? Why build strong, positive relationship with students? Here is the agenda for this training.

Learning Intentions Develop 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 Criteria Understand 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 implementation Develop methods for strong, positive relationships with ALL students Plan for classroom application of these strategies

Unpacking the topic Purpose: Explore the core components and implementation steps. Content: Detailed description of the core components; Rationale for components; Detailed implementation steps

A-Z Taxonomy words associated with Student-Teacher Relationships
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 Can be an optional activity: Have teachers brainstorm as many words as they can think of individually that are associated with Student-Teacher Relationships. Write the initial letter for each of your words. If you use the letter already written it will not be available for another word. Then pair up with another person (12 o’clock partner) to share their list. Then have two pairs get together to share their list. Share out from each group any words that they think might be unique. Add to your list when you hear a new word. Have each group use three of their words to create a summary sentence, that helps to define Student-Teacher Relationship. Whip around to each group and have them read their sentence. Strategy Source: National Urban Alliance for Effective Education. (2006). Mentor Training. Columbia College, NY:NY

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 Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London & NY: Routledge. Agency is in a behavioral sense the capacity of individuals to act independently and to make their own free choices. Efficacy is the expectations, descriptions, and prescriptions that one holds about one's self. How many used some to these or similar thoughts in your Taxonomy? As we go along through the training feel free to add additional ideas to your A-Z Taxonomy.

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

Rain Makers This activity relates to the following quote-it demonstrates how a teacher can be a weather maker, by having students follow patterns put in place and repeated often. Make it rain, snap, claps, pat knees, stomp feet

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

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. Connections to –John Hattie, Visible Learning. ,pp Of the Eight Mind Frames identified by Hattie, number 7 refers us to the importance of student-teacher relationships.

Topic in Practice Purpose: Provide opportunity for learners to discuss what application in the classroom looks like. Content: Detailed description of what implementation looks like; Group discussion on what implementation looks like in a variety of contexts; Measuring fidelity; Using data to inform 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 Jackson, Yvette. (2011). The pedagogy of confidence. Teachers College Press. NY: NY Read the quotes, turn to a shoulder partner and share your reaction to these quotes.

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 Relationships Situating Learning into the Lives of Students Amplifying Student Voice The other three High Operational Practices (HOP) of Pedagogy of Confidence are: Eliciting High Intellectual Performance; Providing Enrichment and Integrating Prerequisites for Academic Learning Jackson, Yvette. (2011). The pedagogy of confidence. Teachers College Press. NY: NY Assign the four Practices (listed on slide 35) out to groups to process-one per group. After they have discussed their practice using the information on the slides, they report out the main discussion points and how they would use this in their classroom with their students to the large group using the next 4 slides.

Identifying and Activating Student Strengths…
Encourages students’ belief in their potential. Provides individual with a motivating sense of self Exhibits strengths more frequently Generates confidence and hope Develops with practice Affects reciprocal relationship between students and teacher Replaces stress with pleasure hormones A teacher affects eternity; he can never tell where his influence stops. Henry Adams Have each group that read this Practice to report back what they thought were the most important points. Then share the slide with these points and they report out the main discussion points and how they would use this in their classroom with their students.

Building Relationships
Establish bonds Connected to emotions, stimulate motivation and memory Provide fertile ground for behavioral, social and cognitive development Helps students feel connected, sense of belonging Have each group that read this Practice to report back what they thought were the most important points. Then share the slide with these points and they report out the main discussion points and how they would use this in their classroom with their students. Additional points that might be shared: Make education personal Create a welcoming environment Basic need: Sense of Belonging How do we do this? Greeting students at door Asking them about their weekend Being genuine, being interested in them Being enthusiastic

Building Relationships-Trust
Common definitions of trust include: Relying on individuals or groups to act in ways that best serve the interests of the parties concerned Only with interdependence is there trust Involves taking risks, vulnerability with confidence that the other party will not act detrimentally “Back in the traditional “Don’t Smile Until Thanksgiving” days of classroom management, the relationship between students and teachers was simple. The belief was that it wasn’t important if students liked or trusted their teachers as long as they respected or even feared them. More recently the importance of the student-teacher relationship is better understood. Anthony Bryk and Barbara Schneider in their book, Trust In Schools(2002), study the importance of social relationships to a student’s learning and achievement. Trust is a key ingredient in this relationship. The authors emphasize the importance of strong teacher-student trust. “Trusting student-teacher relationships are essential for learning.” (Bryk & Schneider, 2002, p.31) The authors also say that a school can have abundant resources and effective teaching programs in place, but student learning will suffer if trusting relationships are not part of the formula. According to the authors, “Given [the] power asymmetry in the student-teacher role set, the growth of trust depends primarily on teacher initiatives” (pp.31-32) This responsibility is greatest at the primary level and gradually decreases as students mature and become more responsible for their own learning. But even at secondary level, the teacher still makes the difference in the classroom.” p.9 Source: Erwin, J. (2004). The classroom of choice. ASCD: Alexandria, VA 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 Students
Engages participation in discovery of relevance and meaning Connects teachers to students cultural frame of reference Assimilates new concepts, opens comprehension Engages heightened attention Uses experiences to connect to academic learning Validates and connects to driving impulse of students Have each group that read this Practice to report back what they thought were the most important points. Then share the slide with these points and they report out the main discussion points and how they would use this in their classroom with their students. If you can reach ‘em, you can teach ‘em. -Educational Proverb Never let the demands of your job or the curriculum cause you to forget that each one of your students is a feeling - thinking human being. For education to be effective, it must be personal. George Isaac Brown When students feel welcome and connected, they feel more at home, more like they belong. This is critically important because everyone functions better in a comfortable environment Professor Joseph Napier

Amplifying Student Voice
Encourages students to invest in their learning Brings students into authentic interactions Provides culturally responsive vehicles for cognitive development Allows insight into their world for teacher Mirrors acceptable social behaviors to emulate and imitate Have each group that read this Practice to report back what they thought were the most important points. Then share the slide with these points and they report out the main discussion points and how they would use this in their classroom with their students. Additional points Some possible interactions between student and teacher might include: serving on school advisory committees; attending staff meetings; joining in collaborative team meetings; helping to create Performance Task/scoring guides, co-planning and co-teaching lessons, student led parent conferences, etc. All students thrive in situations where they experience engagement, challenge and receive constructive feedback. These interactions stimulate students’ sense of self worth and helps them see themselves as confident and competent learners.

Pedagogy of Confidence
What has worked for you? How do you know? What has worked for you? How do you know? Have participants brainstorm classroom examples- You can write your examples in your notebook. Find and share with your 9 o’clock partner.

Topic in Action Purpose: Explore ways for the learners to incorporate the new knowledge and skills into their teaching. Content: Reflection on what implementation would look like in their classrooms; Discuss and problem-solve potential challenges to implementation and fidelity drift

Tripod Project-The Seven C’s
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) Ronald F Ferguson, PhD Tripod Project-Tripod Classroom-Level Student Perceptions as Measures of Teaching Effectiveness Student perspectives can help guide teachers as they work to improve and develop stronger relationships with students. The Tripod Project for School Improvement, the Achievement Gap Initiative at Harvard University, the Wiener Center for Social Policy at the John F. Kennedy School of Government, and the Harvard Graduate School of Education. This packet is focusing on the (Red) Relationship-Building Skills (each item correlates strongly to S/T Relationships) Content Knowledge Pedagogic Skill Relationship-Building Skills- Red indicates what teachers especially do to build positive relationships with students. The Tripod- Focus on these three Have participants number off Assign the reading of element numbers 1, 2, 4, 5, & 6. Have each person read the assigned slide and make a presentation to the whole group of how they do or could use this element to promote a strong, positive s/t relationship in their class/school. This Carousel activity was done with 5 of the 7 C’s from the Tripod Project. Participants were assigned to one of the 5 C’s initially and were asked to look at the information provided to them and use that information to chart what they think it meant and how they could use that element to promote strong, positive student teacher relationships in their setting. They rotated around the room to each chart and added thoughts and additional ideas: #1 Caring about Students (Encouragement and Support) What Teachers Do (What students Experience) Greet them at the door with a smile or another positive action Get to know students as individuals, inside and out of school…within the community, in their activities, etc….give interest surveys and use this info to plan instruction and to connect with them about things other than school Spend time with them …eat lunch with them, take a walk with them, etc. Show empathy…give students time to meet with you both individually and through class meetings Listening to students for understanding…body language has to say that you’re listening and we should ask questions Provide support…homework club, tutoring, etc. #2 Controlling behavior (Press for Cooperation and Peer Support) Share positives with parents…helps build that emotional bank acct…send home positive awards, make positive phone calls, have students call home with something good Encouraging Expected behavior and Modeling it Give students a voice in establishing the rules/norms for the classroom Use hand signals as reminders as well as verbal cues Establish consistent expectations …word them positively (i.e. walk in the halls vs. Don’t run) Acknowledge when expectations are followed through the use of specific positive feedback Teach the expectations…same idea as academic lessons…then practice them! Teacher should model the behaviors he/she expects from the students Spend ample time practicing procedures Reteach when inappropriate behavior occurs Teachers should stay calm…avoid the use of sarcasm or cutting comments Hold classroom meetings Offer choices so children can save face Focus on the behavior, NOT the person Give 4 positive statements to every one negative statement to kids #4 Challenge students (Press for Effort, Perseverance and Rigor) Students know and help develop targets and scoring guides Targets are stated and displayed Learning progressions posted Conversations and discussions are structured for student collaboration and sharing Differentiating Instruction Common language among teachers Vertical articulation among grade levels Offer choices/goal setting Routines and procedures taught State of “FLOW”…challenge students, don’t frustrate them (individual optimal learning zones) Elaboration…when students think they are done, ask deeper questions. When they say “I don’t know” ask them “If you did know….” have them use sentence frames like…” I don’t know, but I would like to know and I will find out.” Remember these three things: 1.) Where are we now? 2.) Where do I need to be? 3.) How do I get there? #5 Captivating Students (Learning seems Interesting and Relevant) Use exemplars of student work Learning targets understood by students…summarized and clarified Hold class meetings Peer/Pair work Use cooperative Learning strategies Offer choice All voices heard Use props or tools to select responders so all have equal chance to respond (equitable distribution of response opportunity) Tie into interests Active participation with a variety of strategies and movement opportunities Use novelty in lessons, humor, stories, sketch a story, windowpane strategy for lectures, Brain breaks, Games Use and encourage reflection Classroom is a community #6 Conferring with students (Students sense their ideas are respected) Ask HOT questions and reflective ones, too Ask clarifying questions Discuss student work with individuals Offer choice in their interests Do class projects: art, drama, academics, etc Rubrics for expectations and framework for conferencing Whole class meetings and celebrations Listen to them Newsletters with their highlights for the week Pair/share after week-ends and holidays Differentiated Instruction: For teachers who are ready to invite students to provide feedback consider using the Tripod Student Survey.

How have you seen or done this in your school?
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? Carousel Brainstorm with 5 chart papers around the room. Have a conversation about how you have seen or done this in your school. Move when the music plays. After all 5 charts have been moved to have the original group report on what is on the chart. As each group finishes the report have someone “Pass the Power” by selecting the next group to speak.

1. Caring about students (Encouragement and Support)
Greet them at the door Show empathy and compassion for their students Know students as individuals (such as whose grandpa just died or who scored the winning goal in the soccer game this week-end) Show empathy and compassion Consistently taking the time to notice and understand how your students are feeling, Putting yourself in their shoes, Listening deeply to understand their perspective Responding with compassion and caring Every day is a new day with students Know your students as individuals Will take a conscious effort and plan Even 5 minutes every so often with EACH student makes a big impact Ask them about themselves, their interests, their lives outside of school Builds rapport…without it, getting things out of some students will be difficult Understand the culture and background from which the students come On a routine basis…once won’t cut it Allows students to believe you really care, not just saying the words

2. Controlling behavior (Press for Cooperation and Peer Support)
Set high learning and behavioral expectations for every student Be a safe person Treat students fairly Create an optimal classroom climate for learning Being a safe person Student’s can’t learn when in a state of fear, anxiety or discomfort Your facial expressions, body language, tone of voice, and choice of words and actions dictate whether you are “safe” or not Smile frequently with your mouth and eyes Display relaxed, non-threatening body language Use a calm, non-threatening tone of voice “Children who are yelled at fell rejected and frightened because a teacher shouts at them” (Thomas, The Mind of Man) Choose respectful, nonjudgmental words to address students with challenging behaviors or academic difficulty Sarcasm is a NO-NO…remember, these are children you are speaking to Use respectful, non-threatening actions in response to challenging behaviors or academic difficulty Treat students fairly…but remember, there is a difference between ‘fair’ and ‘equal’. Treating students fairly does not always mean you do the very same thing for each student, no matter their needs. Apologize…just because you’re the teacher doesn’t mean you’re always right

3. Clarifying lessons (Success Seems Feasible)
Monitor learning and provide feedback Be thoroughly familiar with the curriculum Be 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 students Make sure students know the purpose of the class-to learn and make progress Use 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 collages Drama and role playing Classroom Community Community is central to a democratic classroom. John Dewey (1927/1954) wrote that democracy should be “the idea of community life itself” (p. 148). In the best sense of the word, community is not just a place to live but an active way to live together. In the classroom, the curriculum and a shared sense of purposeful learning help create community. As classroom relationships build community, the community becomes a vital force in learning. Here are four ways in which teachers can promote community while fostering relationships and meaningful learning. Discussion and debate. Engaging in discourse is a foundation of both living in a democracy and learning in a classroom. By regularly allowing and challenging students to discuss important and controversial issues, teachers tell students that their opinions matter and that the teachers trust students to take issues seriously. Endless sources of good discussion can be tapped: children's literature; newspapers; electronic media; problems across the planet, within the classroom, and in the lives of students. Teachers cultivate good classroom relationships by offering the freedom to discuss meaningful content. Class murals and collages. Having students create murals or collages together for their classroom is a great way to make community come alive. When students see their artwork on the walls, they sense ownership and responsibility for their classroom space. Students can choose their own themes, creating murals or collages about classroom values or portraying peaceful conflict resolution, the appreciation of differences, and empathy (Wolk, 2002). Teachers can also challenge students to create symbolic or metaphorical artwork, thereby raising the intellectual value of the activity. Discussing themes and symbols further enhances classroom community. Drama and role playing. Dramatic skits and plays, like class murals, bring a class together to work toward a common purpose. They also prompt students to get out of their seats and move and talk. Freeing students from the chains of a desk and compulsory silence helps develop classroom relationships. Students can dramatize virtually any part of a curriculum, even math and science. Dramatizing connections between the content being taught and the world today makes curriculum relevant and meaningful. For example, in a unit on the Civil Rights movement, students can write plays about the concept of racism today, dramatizing their own opinions and experiences with prejudice, exclusion, cliques, and the abuse of power. retrieved from

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 school
Research (R. Ferguson) shows relationships to the Seven C’s for: Happiness in class Good behavior in class Health 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 peers Academic engagement/effort Satisfaction with performance and progress The Point: Students are happier, more hard working and more satisfied with their achievements in classrooms that rate higher on the Seven C’s. The Point: Student perceptions of classroom practice can help in predicting learning outcomes and should be taken seriously by policy makers and educators. The Point: There are many ways that student perspectives can be used to provide useful information about patterns of teaching effectiveness.

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 Teachers can change lives with just the right amount of chalk and challenges. Joyce A. Myers Keep the yes, and kick the but… Find ways to overcome the challenges with strong positive student-teacher relationships. Create T chart with your partner-On the left put Obstacles/ Challenges On the right add the resolution

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 Create T chart with your partner-On the left put Obstacles/ Challenges On the Right put the resolutions from the practices we have addressed earlier. T-Chart Activity was done after presentation of the learning material about building strong positive Student-Teacher Relationships. Participants got with one of their time clock partners to discuss the barriers/challenges they might encounter in implementation of the strategies for building these positive relationships. As the groups reported out, the challenges were recorded on one side of the T-chart. As a group, we brainstormed about what some of the Resolutions could be to those barriers using information that was shared earlier. Challenges/Barriers Resolutions Time Plan-Adjust schedules-5 min. at Beginning of day to set mood (ie. Hey, Lindamichellebaron) _______________________________________________________________________________ Kids (ELL, Sped, Poor, Title I, etc) Integrate/Embed procedures -routines Amplify the student voice Authentic Interaction _____________________________________________________________________________________ Teachers not knowing what to do Focus on Student strengths Good modeling Professional Development

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. This is an optional activity if time allows. Find and share with your 12 o’clock partner one area that you are strong an done area where you might want to grow.

School 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 What is School Wide Positive Behavioral Support (SWPBS) and how does it enhance Student-Teacher Relationship? Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. In general, School Wide Positive Behavioral Support emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effective support implementation of these practices. These four elements are guided by six important principles: • Develop a continuum of scientifically based behavior and academic interventions and supports • Use data to make decisions and solve problems • Arrange the environment to prevent the development and occurrence of problem behavior • Teach and encourage pro-social skills and behaviors • Implement evidence-based behavioral practices with fidelity and accountability • Screen universally and monitor student performance & progress continuously Sugai , G. & Lewis, T. (1999). Effective Behavior Support: A systems approach to proactive schoolwide management. Focus on Exceptional Child. 31 (6), 1-24

Non-classroom Setting Systems School Wide PBS
Positive expectations and routines taught and encouraged Active supervision by all staff -Scan, move, interact Pre-corrections and reminders Positive Reinforcement These are non-classroom setting systems encouraged by the SWPBS to support building strong, positive student-teacher relationships.

Classroom Setting Systems: SWPBIS
Classroom-wide 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 These are classroom setting systems encouraged by SWPBS to support building strong, positive student-teacher relationships.

School Wide 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. School Wide Positive Behavioral Support encourages building strong, positive student-teacher relationships. 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: This might be an optional activity, dependent on how much time is available. Work in your table group to create a recipe for positive student-teacher relationships. Post on chart paper. Share in a gallery walk. Sample ones: No Bake Classroom- No heat needed 1 caring teacher 1 community of students A handful of listening A cup of encouragement 4 tsp. of positive feed back Dash of curiosity Mix well in a safe environment. Chill out as needed. Roll out with clear routines and procedures. Or To a classroom of students and one teacher add equally, 1 cup of academic expectations, 1 cup of behavioral expectations. Mix with generous helpings of modeling and feedback 2 scoops of trust and caring 1 pint of communication/listening Dash of interest Mix all ingredients Bake 180 days, checking frequently

Relationship analogy…
This might be an optional activity dependent, on how much time is available. Have participants go into one of four corners, each corner comes up with a relationship analogy put on a poster to be shared.

Relationships are like jewels. It has many facets
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. Examples

So What, What Action Can I Take?
Activities you can implement tomorrow in your classroom- Who are You?- Sheet Musical Chairs- Seating Chart The Two-Minute Interview Adapted from Hal Urban: Lessons From the Classroom Urban, H. (2008). Lessons from the classroom: 20 things good teachers do. Redwood City, Calif.: Great Lessons Press. Each have been modeled during the session. Who Are You- Name Acrostic Musical Chairs- Have participants move to new seat during the session Two-minute interview- Pair share during session

Take Action: The Power of Words Sticks and Stones can break my bones, but words can break my heart. -Robert Fulghum Create a Safe Zone for all students Put ups instead of put downs Complimenting instead of complaining Proactive words instead of moaning/groaning Kind words instead of swearing Helpful words instead of toxic words/sarcasm Positive reports- brag on students, instead of harmful gossip Teach Kids to Build Up… Instead of tear down Kind and affirming words Hal Urban’s Thoughtful Thirty Affirmation Assignment Power of Positive Start each day, each class with something positive Sharing good news Who or what are you thankful for Who has a kind word Make us laugh (Humor)

a The URL is below: http://www.youtube.com/watch?v=SFnMTHhKdkw
Show this segment of the video. a

Assessment 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

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 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

As we conclude… Essential Questions:
1/6/2011 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? [suggested language] “As a reminder, these were the Essential Questions for the day. What’s your sense of how these are now clearer than before?”

Practice Profile

Student-Teacher Relationship Fidelity Implementation Checklist
Fidelity Checklist Student-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. Uses elements of a strong, positive student-teacher relationship to build socially-appropriate behaviors. Develops effective adult behaviors for building strong, positive relationships with students into classroom practice to develop students’ academic achievement and socially appropriate behaviors. Develops effective methods for promoting strong, positive relationships with students into classroom practice to improve students’ academic achievement.

Next Steps: Action=Results
Complete the Next Steps template. Example is included in the learning package materials. What steps will you take to start implementing?

Closing & follow-up Purpose: Provide opportunity for learner to outline their implementation steps and plans for follow-up coaching. Content: Template for outlining implementation steps in personal teaching contexts and follow-up coaching; Additional resources for further learning

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? This might be an optional activity dependent, on how much time is available. We often find that life responds to our outlook. What we expect to happen, happens. The dreams we choose to believe in come to be. Wynn Davis Work with a team of four, Create a graphic that illustrates your common dream for your students/classroom.

Reflection Based on what you have learned today,
1/6/2011 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? This might be an optional activity dependent, on how much time is available. You might use four corners depending on the size of your audience. Sample: How are you feeling now about your journey to build a strong relationship with your students? Long and Winding Road; Uphill; Smooth Riding; Ease on down the Road Use these reflection questions and a follow-up small group sharing as a basis for……. developing ideas on measuring and tracking fidelity of implementation, addressing potential challenges and solutions developing steps to outline implementation gain ideas as to what type of follow-up coaching and resources might be needed to ensure success

What is your “Most Important Point” (M.I.P.) from the training?
[Suggested directions:] “You’ll now have a chance connect to something you want to remember from today -using a strategy called an ‘M.I.P.’ Take a moment, consider all you’ve learned, and determine one thing that is the Most Important.

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 … Share your MIP with your partner from the beginning of the day --- END---

References Birch, S., and Ladd, G 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), 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), 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): 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): Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children’s school adjustment. Educational Psychologist, 33 (4),

Phelan, P. , Davidson, A. , Locke, H. and Thanh, C. (1992)
Phelan, P., Davidson, A., Locke, H. and Thanh, C. (1992). Speaking up: students' perspectives on school. Phi Delta Kappan 73 (9): 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): 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): Wolk, S. (2003). Hearts and minds. Educational Leadership, 61 (1): 14-18

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Preface This learning package is appropriate for teams, new teachers or individual educators. It could be delivered as a day long (increase activities.

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Presentation on theme: "Preface This learning package is appropriate for teams, new teachers or individual educators. It could be delivered as a day long (increase activities."— Presentation transcript:

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