Relationships of Mutual your Partnership Respect Thank you for - - PDF document

Linda Carpenter ‐ Building Relationships 11/19/2014 Cardinal Stritch University 1

Relationships of Mutual Respect

Linda L. Carpenter M.Ed. Cardinal Stritch University Milwaukee Lutheran High School November 20, 2014

Thank You for your Partnership

Thank you for working with our students.

 You have 30 seconds to copy this onto your index card.

Partner Card

You have 4 minutes to ask 4 people to be your conversation partners for our session.  If I am your breakfast partner, you are also my breakfast partner.  Remember to say good morning.  Look colleagues in the eye.  Use Please and Thank You.  Shake hands or fist bump.

Find 4 Partners

 I grew up on a farm.  I was a high school social studies teacher.  I have lived in 5 different states.  I have a wonderful husband and son.  I can bake.

Meet Linda

 Find your Breakfast Partner.  Tell them three things they don’t know about you.  Remember to say, “Thank you.”  Shake hands.

Get to Know

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 What was the most surprising thing you learned?

Share

 We have less than 50 minutes together. Why did we do this activity?

Why take the time?

“The nature of relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else” (Barth, 2006).

No significant learning

• ccurs without a significant

relationship of mutual respect.

~Dr. James Comer

http://www.pbs.org/wnet/ted‐talks‐education/speaker/rita‐pierson/

Every Kid Needs a Champion

Influences that Rank High on Student Learning: Teacher‐student relationships has an effect size of 0.72 and was ranked 12 out of 155 influences on learning (Hattie, 2012). Anything over 0.40 is considered very high probability that it positively influences student learning (Hattie, 2012). “The manner used by the teacher to treat and interact with students, to respect them as learners and people, and to demonstrate care and commitment for them also needs to be transparent to students” (Hattie, 2012, p. 26).

The Research

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In a meta‐analysis of more than 100 studies (Marzano, 2003b), we found that the quality of teacher‐student relationships is the keystone for all other aspects of classroom management. In fact, our meta‐analysis indicates that on average, teachers who had high‐quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year's time than did teachers who did not have high‐quality relationships with their students. (Marzano, 2003)

 Take a few seconds and think of your favorite teacher.  Jot a few ideas on your note taking handout.

Think of Your Favorite Teacher

 Do you do those things your favorite teacher did?  Take a minute to think of the things you did the first days of school,  And things you do every day,  To build relationships with your students.  Write a short reflection.

Reflection

What do you do to intentionally build trust?

 Find your lunch partner and share examples of your favorite teacher and what they did that made you like them.  Share what are you doing.

Find Your Lunch Partner ‐ Share

 We’re the adults. It’s our job to teach and model social‐emotional skills.  Many of our students don’t have those social skills.  You can’t teach to their brain, until you connect to their heart.

Build Trust

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that will create the climate. It is my daily mood that makes the

• weather. As a teacher I possess tremendous power to make

a student’s life miserable or joyous. I can be a tool of torture

• r an instrument of inspiration. I can humiliate or humor, hurt
• r heal. In all situations it is my response that decides

whether a crisis will be escalated or de‐escalated, and a student humanized or de‐humanized. “

• Dr. Haim Ginott

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 Students don’t trust you. They have been let down too many times by:

 The system  Their family  Their teachers  Significant adults in their lives

 You have to prove you are trustworthy!

Challenges

 Parents don’t trust you. They have been let down by:

 The system  Former teachers  Adults in their lives

 You have to prove you deserve their trust and that you care for their child.

Challenges

 TIME: You Don’t Have Time to …….  You Don’t Have Time not to…..  The time spent on building relationships results in more time for instruction in the long run.

Challenges

 Students don’t work for teachers they don’t like or respect.  Parents don’t work with teachers they don’t like or respect.

The Management Connection What can we do…

 Get to know their names beginning on the first day.

Get to Know Your Students

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 Know who the caregivers are and get to know them.  Find out what the home situation is.

 Does your student work or have responsibility after school?  Is your student with parents, grandparents, foster‐care, homeless?

 Call home.

 Early  Often  Positive  (The Power of the Positive Phone Call Home http://www.edutopia.org/blog/power‐positive‐phone‐call‐home‐elena‐ aguilar )  Be respectful when you make the difficult calls.  Build a partnership.

Get to Know Students and Caregivers

The relationships you foster with your students and their parents are extremely important. Children appreciate teachers who treat them like human beings. Parents appreciate a teacher who cares enough to include them in their child's education.

Working with Students and Parents, 2006, LDOnline:http://www.ldonline.org/article/10511/

 Use Interest Inventories  Use activities to find out about sports, books, hobbies, what else?  Go to students events. (Games, Meets, Concerts, ?)  Get to know activities.  Let’s try some now.  (Handouts posted online.)

Get to Know Students Interests

 You have five minutes to talk to colleagues and fill as many blanks as possible on your sheet.  You must stand up and move around.  You must use please and thank you.  Begin.

Get to Know

 Talk about how you could use this in your classroom today.  How would it benefit you and your students?  All are handouts/resources are posted online.

Find your Snack Partner

Meet Students at the Door Each Day

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 Be ready for each class and greet students at the door.  Make a personal connection: sports, family, interests..  Convince student you really are interested.  Be sincere.

How? Be Visible

 Begin each class with a personal greeting.  Have something on the board to start the class each day.  Try texting….  http://ifaketext.com/index.php

Build a Caring Classroom Community

 Give opportunities for students to know each other and connect….all year long.  Take time at least one day a week to share something personal.  Connect to real life to your lesson.  Play a game.  Use a beach ball to do a whip:  One thing you don’t know about me  When I grow up I want to  One interesting thing you did over the weekend  Two truths and a Lie

Build a Caring Classroom Community

“In saying that a classroom or a school is a ‘community,’ then, I mean that it is a place in which students feel cared about and encouraged to care about each other. They experience a sense of being valued and respected; the children matter to one another and to the teacher.” (Kohn, 2006, p. 101)

Classroom Community Get to Know Each Other

 Me in Numbers  Me in a Bag  My Timeline

Get to Know Bio Poem

First Name Son/Daughter of Who needs . . Who loves . . Who sees . . Who hates . . Who fears . . Who dreams of . . Resident of (fact or fiction) Linda Daughter of Lucy and Jr. Who needs laughter Who sees opportunities everywhere Who hates injustice Who fears snakes Who dreams of chocolate Resident of the world

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More Get to Know

 Collage or Micrography Portrait  http://art‐paper‐ scissors.blogspot.com/2011/01/microgra phy‐portrait.html Learning Styles  Give learning style inventory  You use if to plan differentiated instruction.  Students use it to take charge of their learning and plan how they study.

Get to Know Students

 Keep trying. You have to prove you are deserving of their

• trust. It takes time.

 Mendler 2X10 (The Two‐Minute Intervention)

 During two minutes each day for 10 consecutive days, find a way to develop a relationship with challenging students.  Stay away from criticism.  Ask questions to get to know the student better.  Just talk…every day for two weeks.  One student at a time. (Mendler, 2012, p. 35)

Some are harder than others . .

The master teacher is deliberate in establishing a functioning learning community by devoting time and energy to building relationships. The relationship between the teacher and the student is perhaps the most significant piece of the learning equation, followed closely by the relationships among students. Master teachers use activities on the first day of school that initiate this process and persist throughout the school year to continue to develop and maintain positive individual and group dynamics.

(Carpenter, Fontanini, & Neiman, p. 80, 2010)

There's always a story for every challenging student. I have learned

• ver and over that investing time in getting to know them,

showing sincere care, and going the extra mile in understanding and supporting their individual learning needs almost always breaks through the barriers. Relationship is everything. If they feel valued as individuals by a teacher who is passionate about what he

• r she teaches, they are much more likely to engage. Of course,

firm limits, consistency, and a sprinkling of humor are important, too! —Nicole Williamson, coordinator of middle years learning, William Clarke College, Sydney, Australia (Educational Leadership, 2012)

Relationship is Everything

 What are the things good teachers do?  How do good teachers start teaching the lesson?  What do good teachers do to keep students interested in learning?  How do good teachers let students know how they are doing in class?  One thing I would like my teachers to do differently…  One thing I like about my favorite class…

We asked over 300 middle school students kids. . .

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 Lots of things about effective teachers and some things we didn’t ask nor expect to hear.

They told us. . .

Be Kind, Respectful, and Understanding

“Things that good teachers do is say hi in the morning, they ask how was your weekend, and help you when you have a question.”

Teachers We Want

“respectful, polite, fair, kind, honest, nice, energetic, helpful, caring, friendly, smiling, positive, flexible, calm, listens,

• rganized, professional, knowledgeable,

passionate, enthusiastic, excited, personal, positive, appropriate, happy, interesting, funny, fun, laugh, resourceful, loving, zest”

Teachers We Don’t Want

“disrespectful, mean, angry, yelling, impolite, ‘gotcha’ attitude, annoyed, boring, mad, monotone, lecturing, uninterested, oblivious to students’ needs, chaotic, swearing, inappropriate, unplanned, disorganized, inflexible, strict, unfair, unfunny, repetitive, stressed, uncaring, doesn’t know kids and how they learn, single approach to teaching”

Ask Students What They Need and Give it to Them

They may forget what you said — but they will never forget how you made them feel. —Carl W. Buehner

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 What do you commit to do to build positive student‐ teacher relationships?  What will you try this week?

Commitment

 Share what you are comfortable sharing about your commitment.

Find Your Dinner Partner A Truly Amazing Teacher

http://www.youtube.com/watch?v=dG05zKyB_ew

 Share one or two words that describes your reaction to our meeting this morning.  Toss the ball to the next person who has their hands up.

Beach Ball Whip Resources

My Pinterest Boards  http://www.pinterest.com/llcarpenter/  https://www.pinterest.com/llcarpenter/get‐to‐know‐ teacher‐and‐students/

My Best Resource

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 Building Relationships  http://survivingtothriving.wordpress.com/2014/08/27/ building‐relationships‐with‐students/  Working with Challenging Students  http://survivingtothriving.wordpress.com/2012/10/11/w

• rking‐with‐challenging‐students/

Everyday – Never Give Up

 Blog: http://survivingtothriving.wordpress.com/ (Click

• n Workshops)

 Email: llcarpenter@stritch.edu

Contact Info

Carpenter, L.L., Fontanini, J. J., & Neiman, L. V. (2010). From surviving to thriving: Mastering the art of the elementary

• classroom. Dayton, OH: Lorenz Educational Press.

Fontanini, J. J., Neiman, L. V. & Carpenter, L.L. (2014). Thriving in the high school classroom. Milwaukee, WI: Surviving to Thriving LjL. (Available for purchase and download only on Teachers Pay Teachers at http://www.teacherspayteachers.com/Product/Thriving‐in‐the‐High‐School‐Classroom‐1326075) Kohn, A. (2006). Beyond discipline: From compliance to community (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Barth, R. (2006). Improving relationships within the school house. Educational Leadership, 63(6), 8‐13. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge. Marzano, R. ( 2003). The key to classroom management. Educational Leadership, 61 (1), 6‐13. Mendler, A. (2012). When teaching gets tough: Smart ways to reclaim your game. Alexandria, VA: Association for Supervision and Curriculum Development. (2012). Tell me about a time: What you learned from a challenging student. Educational Leadership, 70 (2), 90‐92.

References

 The Power of the Positive Phone Call http://www.edutopia.org/blog/power‐positive‐phone‐call‐ home‐elena‐aguilar  Rita Pierson Ted Talk http://www.pbs.org/wnet/ted‐talks‐ education/speaker/rita‐pierson  ifaketext http://ifaketext.com/index.php  A Truly Amazing Teacher http://www.youtube.com/watch?v=dG05zKyB_ew  My Pinterest board https://www.pinterest.com/llcarpenter/get‐to‐know‐ teacher‐and‐students/

Links

The really good teachers are able to read a child's story, and recognize the remarkable opportunity to help author that

• story. The really good teachers know how to script confidence

and success onto the blank pages. They know how to edit the

• mistakes. And they want to help write a happy ending. Really

good teachers know they have the ability to make a child happy or sad, to make a child feel confident or unsure, to make a child feel wanted or discarded. And students know when we care, when we care enough to read their stories.

–Anthony Mullen, 2009 National Teacher of the Year