We know that Student-Teacher Relationships are pivotal in order to help students grow and learn. In fact, John Hattie, an educational researcher, proves that positive student-teacher relationships has a .72 effect size. Meaning, teachers can make two years of academic growth in one school year by having strong connections with their students.
But in which ways can we foster those relationships while maintaining classroom order? Be diligent and consistent in creating a positive, calm, and safe learning environment by ensuring that the majority of your interactions with your students are positive, even when disciplining. Use affirmative language when sharing behavior and classroom expectations, positive reinforcement when students are meeting those expectations, and foster personal connections as often as you can. Most importantly, ensure that your discipline plan addresses the following 3 dimensions in a kind and dignified way.
- Prevention - What can be done to minimize problems? (i.e. efficient instructional delivery, bell-to-bell schooling, whole-class engagement by design)
- Action - What is done once misbehaviors occur? (i.e. give choices, discuss problems, apply fair consequences)
- Resolution - What can be done for the chronic misbehavior? (i.e. accept what cannot be changed, find a way to conciliate student’s interests to what they need to learn, focus on relationship building)
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