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In the second video the classroom seemed much better managed. The teacher spoke in a calm and gentle manner towards students. She laughed and chatted with students about things outside of education. Her mood and attitude was clearly positive, which influenced the students. When students were off task she would count down and tell the students to regroup. To keep them on task she moved throughout the room staying within proximity to students. The most noticeable thing to me about this teacher other than her positive attitude is the amount of structure she has in her classroom. She set a timer to keep them working and to transition to the next task. Students knew what to expect and what was expected of them as well.

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Relationships are important because without a positive relationship with teachers and other students there is little desire to learn. It is difficult to be excited to go to school if you dislike your teacher and don't feel connected to your peers. A positive relationship with students can help when you encounter behavioral problems, when students need to reach out for help, or to get them excited about learning.

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In the first video the teacher would try to correct behaviors by yelling across the room at students. She argued with several students and displayed a negative attitude. When the students don't immediately do what she wants she uses fear and intimidation and threatens to kick them out of class and have them escorted to the office. There is a sense of chaos in her classroom. In her attempt to control the chaos, it seems that her approach is only adding to it and making it worse.

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In the first video the teacher would yell at students from the front of the room rather than being close to them and using a calmer voice. When you yell at students from across the room you are not talking to them, you are talking at them. Being within proximity, getting on their level, and looking into their eyes as you try to redirect them will be much more effective than raising your voice from far away. The teacher in the second video also had students who were not on task or not following expectations but her approach was more effective at fixing those issues. The first teacher did not have control of her classroom and I think a big factor in that is lack of structure and a misguided approach. I also noticed that in the first video the teacher made no effort to get to know her students and what was going on in their lives. She only asked about what they were working on. The second teacher laughed, joked with students, and talked about things other than just their assignment. She made it known that she cares about her students. The students in the first video were not listening, tried to frustrate the teacher and were not on task. This is different than the students in the second video who were quiet, working, and following rules and expectations set by the teacher.

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I will foster positive student-teacher relationships in my classroom by greeting them everyday as they enter my classroom. I want to ask them about their personal lives and get to know them as best I can. Questions might include "What are your hobbies?" or "What did you do this weekend?" I want to know what their family life is like, who are their friends, what are they passionate about, and what are their hopes and dreams. My main goal is to show them I care about them as a person and not just about their education. Another way I will foster positive student-teacher relationships is by writing notes home for the good things I witness with my students. I want to reach out and let Mom or Dad know when my student was caught being a good friend, helping others, working hard, or challenging themselves. Writing home to let parents know about the good things instead of only the bad will strengthen both parent-teacher relationships and student-teacher relationships.

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I will foster positive student-student relationships by sharing good things every morning. Good things is where a student will raise their hand and share with the class one good thing going on in their lives. The teacher will ask deeper questions about the student's good thing and then move on to the next student. I witnessed teachers running good things last year as a first year para without knowing the cause behind it. I recently went through Capturing Kids Hearts training and discovered that is where it originated from. It is meant to build a sense of community among students. My favorite thing about it is that other students can connect with each other based on what is shared in good things by discovering common interests and learning about their peers' personal lives. Teachers also benefit from it because they can use it as a tool to build stronger relationships with their students. Another way to build positive student-student relationships that I found used in Capturing Kids Hearts is the use of affirmations. When students want to encourage other students, compliment them, motivate them, or thank them they can write an affirmation and put it in a jar and the teacher reads it to the class at the end of the day. This teaches students to share kind words and to support each other.