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-Share personal stories to make connections (how science was not easy for me and I was not a straight A science students; connections I make to the science content)

-Greet them at the door and say good morning/afternoon

-Take an interest in their interests. For example if I knew a student had a sports game, I'd ask them about the game, about the sport, etc. I would try to make it to watch some of their games as well.

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To create trust teachers need to listen to students empathetically and help build rapport with the students. Students need to feel like that can relate to the teacher in some way and know that the teacher knows what they are talking about.

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I definitely am less triggered now than I was when I first started teaching. Getting "attitude" from a student use to make my blood pressure rise. Interrupting during a lesson. Signs of disrespect (probably because as a young female teacher I was sensitive to these things)

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The trust generators I use most are selective vulnerability, similarity of interests and competence. I would like to try familiarity more but since I don't natural overlap with the communities of my students I would need to create time and space to intentionally make that happen.

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I didn't know they were called trust generators and the trust generator categories are new to me.  But, I have definitely used some of these before (selective vulnerability, similarity of interests)- tapping into students' interests, challenges I had as a science student

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Students see right through someone not being genuine. I think building relationships with students happens when you truly care about your students as people and individuals and act in ways that shows that. Say hi and smile when you pass in the hall, ask them how they're doing, laugh with them...

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I have used all of the generators in some way without realizing that I do. The one that I struggle the most was the similarity of interests. Sometimes I do not get what they like but I try to be open minded and ask them questions about their interests.

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Currently, I would say airpods being in during class and cell phones being used throughout class have been my biggest triggers, and I am very aware that it is in large part due to generational gaps. I didn't grow up with either of those, so can "turn it on or off" when I shouldn't be using those things, whereas it seems students struggle doing that because they grew up with it and its just part of life to them.

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The messages I received a s a child were all around the "pull yourself up by your bootstraps" kind of individualistic..."the harder I work the better I do," kind of stuff, and it really sticks with me because it fits my personal experience as a white male. Given that I have privilege and there are not all sorts of systemic issues or racist policies standing in my way, I did get better at things by working harder at them and employing "effective effort."

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Going out of my way to show them that I care. Whether it is driving a cell-phone to the house of a student who left it behind right before winter break or calling a student every night at 9 to make sure they did their calculus homework that day. I make sure every student has an experience where I demonstrate I care about them as people just as much as I care about them as students.

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Student putting their heads down on their desk! Tone of voice used with teachers- which sometimes seemed like they had an attitude.

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Some of my triggers in the classroom is trying to talk over me when I am giving directions or explaining a topic to the class. It is one thing if the students are processing the information but can be frustrating when they are talking about something else entirely.

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Very few things trigger me now. I am able to remain calm when faced with most behaviors. The biggest ones if I had to name them would be interrupting or being disrespectful but I don't really feel angry or upset when that happens. It feels natural to respond with empathy even when students are misbehaving or off task.

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You have to be willing to share things about yourself if you want your students to share with you. You have to be genuinely interested in learning about them/getting to know them...they see a phony a mile away!

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Growing up, my parents really pushed for us to have A's (even though ironically my Dad was a D student lol). If I received anything below an A, my parents were upset and would expect that I be working extra on that topic. So for me, it takes me more work to look into why my students aren't like that when they are failing or have low grades because it was just something that couldn't happen in our house.

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I have used each of the trust generators in the past and continue to use them with adult learners. LOL

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I think showing interest in their lives always helps build relationships and trust; it shows you are invested in them not just as a student but as a person too and that can build trust.

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Hard work was definitely emphasized in my upbringing but the biggest thing for me was my parents emphasis on happiness. They routinely reminded me of what I was capable of but never pressured me into any specific career or discipline. Instead they insisted that happiness was the greatest mark of a successful life. Curiosity and asking questions was also heavily emphasized. My entire family (aunts, uncles etc.) have very diverse interests and love learning new things.

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1st Gen. Czech American, raised by a single mom and in many ways did not grow up in an "American" household. Mostly grew up in Springfield. I never felt poor, although I know there were times where finances were tight, working class? Middle class? We lived in a house, my mother has a master's degree, my father did not complete college. Getting good grades was important and expected. Going to college was assumed. Crying was weak, anger was disrespectful. You were always expected to show respect towards authority figures, specifically elders (not necessarily police which is interesting)

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Growing up, if I had difficulty with something, I was told to work harder.  I was expected to get high grades because I worked hard.  I think this stemmed from the fact that my dad did not do well in school, didn't attend college, and worked in a factory when I was younger.  I think he thought if I worked hard then I would have "better" life.

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I actually used this one in PD last summer with my science teachers and they really loved it, I felt like it connected them more to each other. I have used concern and familiarity in the past with students, and it also seems to have an impact.

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Growing up there was definitely the mindset that people within my own culture(!) were lazy and not to be trusted. That I needed to prove to everyone that I was not one of those kids.

When I started teaching my cultural frames of reference shifted more towards behaviors that were desirable vs those that weren't. I would never have called a teacher "Miss" or "Mister" I would have used their full name.

As for my current cultural frames of reference, I am still trying to unpack them.

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I would say all of the trust generators are used. They each have their own purpouse and require an "in" moment if they are going to happen organically.

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students being disrespectful was a big trigger in the past. Working with adults, I don't feel like I get triggered very often, but when someone shames a student...