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A trust culture

The purpose of schools is to develop a place where all students learn at high levels. In order to achieve this, we must establish meaningful relationships. As a former principal, one of my main responsibilities was to help facilitate these relationships. And an essential component of meaningful relationships is trust. Trust is safety. Trust is comfort. Trust is feeling that someone has your back. Trust is an environment where individuals can be their best selves.

Building trust is a process. And it's not just about trust between teachers and students, but between teachers and other teachers, and support staff too. The end goal is the moment we can collectively have honest dialogue about our students, our practices and our impact. The perpetual question to be answered is this: is learning happening here or not? Teachers need to be able to talk to their colleagues, discuss how to improve, learn from what is working and observe other classes.

At our school, relying on trust allowed us to better deal with school accountability. As a principal, my teachers were steeped in data analysis. We would do it regularly and publicly. We used the information to change our practices, to see what was working and what wasn't. It gave us a gauge, so teachers could look at the information and compare class-to-class, and school-to-school. We then had a real way to ground the conversation in multiple pieces of authentic evidence.

The principal as a trust-builder

As principal, I wanted teachers to experience what a culture of trust looked like in my school. One of the first things I wanted new staff members to do is see the other classrooms. I paired new teachers with mentors. I observed them. Mentors teachers observed them. We videotaped and watched the tapes together and debriefed what was happening.

I wanted to instill the mindset that we're not perfect but we're all going to get better and we're all going to help each other to get better. Without trust this is very difficult to achieve. I kept saying to myself, "man, what a great place we are at now that teachers can videotape each other and watch clips at a staff meeting!" I felt we came a long way.

And when things weren't going the way I expected them, it was my responsibility to have the courage to say: I need more from you and our students need more from you. Of course, all these conversations wouldn't have happened unless they were structured and practiced in a supportive environment.

My role as principal was to support teachers, and if they needed something to be better, it was my job to figure out how to get that for them. Sometimes they just needed time, resources and new ideas. It's was my responsibility to make all those things easily accessible.

How to build trust

1. Plan it like you plan a lesson- You don't have to be special to build trust. The most important thing is to invest time in nurturing the relationships. If you don't plan for it, it may be overlooked and not happen. I planned for building trust the same way I would plan a staff meeting on routine data analysis. We would make sure to structure time for appreciation of our students and staff. Start with small things. For example, we would spend time at staff meetings writing "Proud Postcards" to students. Each teacher chose three students and we would write to these students and their parents to tell them why we were proud of them. It was always a nice surprise when they received them in the mail and read the thoughtful comments. Similarly, we also spent time at meetings to recognize each other, share something we had learned or to appreciate a kind gesture.

2. Focus on students as individuals- Nurture relationships by focusing on student growth. In our case, I would meet my teachers every Tuesday at staff meetings, but on-going we had grade level check-ins, where we would sit down and put a picture of every kid in the center of the table. We talked about their strengths, how they were doing, and about our goals for them. And I loved Tuesdays, because I really got to find out about how we were progressing. I just felt like I always left that day much closer to my students and teachers.

3. Establish a peer support group- You need a support group to celebrate with, reflect with, vent with, rejuvenate with and improve with. For me it was the Elementary Principal team of my former district. We met weekly, but I would text, call and email them daily. I relied on them to bounce ideas off, to share practices or just to talk about doubts I may have had about my own actions. The other principals had been through the same things as me, so, with them, I felt that I could be the most real.

LaKimbre's key lessons

Trust is the most essential element in building relationships and improving learning

Once trust is embedded in the school culture, you can have more powerful conversations to help everyone grow and improve

It's not hard to build trust. To do so, start by investing time and giving structure to trust-building spaces such as recognizing and supporting others

Reflect & Share

How do you build trust among your colleagues? Have you ever had to repair trust that had been broken? How did you do it?

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A trust culture The purpose of schools is to develop a place where all students learn at high levels. In order to achieve this, we must establish meaningful relationships. As a former principal, one of my main responsibilities was to help facilitate these relationships. And an essential component of meaningful relationships is trust.

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Respect: "How to show your students respect"

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Respect: "How to show your students respect"

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Education for Today and Tomorrow | L'Education Aujourd'hui et Demain

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As a student in the Faculty of Education, I learned a little bit. I discovered how technology was changing the way students are taught in the classroom; I figured out how to approach the algorithm of multiplication from a variety of angles to accommodate different learning styles; I learned how to spend four hours labouring over a 30-minute lesson plan to introduce a picture book to a group of Grade two students.

All useful, though not all necessary.

Not once, however, did my course group have a lesson on how to create a harmonious atmosphere of respect in the classroom. Sure, we had a guest speaker come in to discuss "disciplining the difficult child," and various strategies for classroom management were offered to us by our instructors. We shared horror stories from our in-school practica and tactics for controlling wayward students. But nary a mention of respect.

This isn't to say that education programs in today's universities are weak or ineffectual. I certainly learned some important skills in university that I still use in the classroom today (thankfully I've since learned a more time-efficient method of planning lessons). But ask any teacher and he'll no doubt tell you that by far the steepest part of the learning curve occurs outside the four walls of the lecture hall and inside the classroom.

Consider, for example, the long and winding road I took to learning the importance of showing respect for each of my students. I'll be honest: I'm a Reformed Control Freak. From my earliest days of teaching backstroke to wiggling, wet, chlorinated children, to my numerous summers as a sunburned, underpaid camp counsellor, and even into my first few years as a classroom teacher, I sought to control children's behaviour, rather than to respect and understand it.

Thankfully, as a developing teacher I hung around some strong mentors on my staff, and was able to dump the controlling streak for a compassionate approach to dealing with children.

You see, here's the thing that some of us-teachers and parents alike-don't really take time to stop and think about: kids' feelings have value too. And they all have their own needs and wants at any given time. Imagine trying to get 25 adults to do the following, and in perfect sequence:

a) Sit down (in a seat that they don't get to choose, and perhaps next to someone who smells like pee and picks their nose when they think no one's looking).

b) Remain in a hard chair for up to two hours (without sitting cross-legged, standing up and stretching, or grumbling about their discomfort).

c) Be silent and pay attention (this means not talking to a nearby friend and not playing with their smartphone). Tall order, isn't it? But we persist in expecting this type of cookie-cutter behaviour from kids during the seven hours we share with them each day. And when someone in the classroom doesn't feel like conforming to these edicts, we feel threatened.

Harsh criticism is levied upon the perceived troublemaker, we engage in a (usually public) power struggle-during which one of us is sure to lose face-and both parties leave the situation tense, angry, and determined not to be made a fool of again. At the teacher's end, the reins tighten. On the student's part, she loses respect and trust in her guide, therefore making her behaviour even harder to manage.

How to avoid this? Show some respect.

Listen. No, really listen. Stop what you're doing. Make eye contact. Your current task isn't that much more important than the concern of the person whose job it's yours to guide. If you're busy, tell your student so, but make time later for her to air her concern. Everyone deserves to feel heard. Paraphrase if you're not clear on what the message is. Make her feel understood.

Address your students like you address your peers. You wouldn't snap,"Get your shoes on NOW, Eloise!" to your colleague in the staff room. (Well, maybe you would, but then...have you ever considered telecommuting?) Sure, you need to maintain order in the classroom and keep the group moving forward, but this can be done in a respectful way. Keep your tone low and even. Never raise your voice. Use the same tone when addressing a child as when you're addressing someone you work with. Be gentle, not bossy. Ask yourself how someone whose respectful manner you admire would handle the situation. (Think of Julie Andrews. "Hmm. What would Fräulein Maria do right now?") And as a bonus, you'll look like you have it way more "together."

Offer choices. Give your misbehaving student a choice between two possible outcomes. Say, "Right now you have a choice. You can choose to put your shoes on and join the rest of the class as we begin our lesson on geography, or you can choose to (insert appropriate consequence here, such as 'stay inside next recess' or 'eat your lunch by yourself') instead." Offering choice allows a student a chance to save face, and it allows you a bit more room to dodge defiance with grace. Be persistent.

Be fair. Ever worked for someone who changes the rules whenever it suits them? Right. There's nothing more frustrating. Stick to what you say you'll do. Don't change the rules without explaining yourself and informing your students of your reasoning. Of course you're allowed to change your mind - and even to make mistakes. You may have to make some alterations during the course of a project, or throughout the year. But don't be afraid to say you're sorry, or that you were wrong. Kids think it's amazing when their teachers fess up to not knowing everything. And you don't. So why fake it?

Follow through. If you promise something to a child, follow through like you would with a peer. This has everything to do with integrity - that same elusive value that we spend most of the year trying to instill in our kids. Don't say you'll mark a series of tests and then blow it off. Mark them. If you tell a child you'll do something, look after it. Kids learn what to expect of the world not only through interactions with their peers, but also with caring adults. If you're not to be trusted, why should they strive toward living with integrity? And how can we expect it from them?

Show you care. Take a second to ask Ian about his violin recital. Remember when it's Adrian's birthday. Write a short note in Emma's agenda complimenting her on her participation in today's math game. Give Inez a special responsibility in the classroom so she won't feel the need to play class clown so much. These little gestures will stand out in your students' mind for years to come. You don't have to spend much time on them - just show you care.

Try these simple strategies in your next interactions with your students. You'll be surprised at just how quickly you can turn around the tone of a year, and create a climate of respect and tolerance in your classroom.

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As a student in the Faculty of Education, I learned a little bit. I discovered how technology was changing the way students are taught in the classroom; I figured out how to approach the algorithm of multiplication from a variety of angles to accommodate different learning styles; I learned how to spend four hours labouring over a 30-minute lesson plan to introduce a picture book to a group of Grade two students.

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Respect: “The universal Declaration of Human Rights”

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Respect: “The universal Declaration of Human Rights”

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As a mommy whose heart is set on raising a good man, my heart was absolutely thrilled to stumble upon Zen Pencil’s simplified version of the United Nation’s Uni

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This post contains affiliate links for your convenience. View disclosure policy HERE.

Today I am sharing my tips for creating positive parent-teacher relationships in the beginning of the school year and throughout the year.

In my 10 years of teaching, I have taught many children and have developed many relationships with parents. I continue to connect with many families today that I have known for many years. I can honestly say that taking the time and making the effort to connect with families pays off in many ways.

I hope today to share some honest advice and tips from someone who has been there as a teacher and a parent. As a primary teacher, I understand that the children I teach are still young. Their parents need and deserve to have an understanding of what goes on in their child's day.

My biggest piece of advice would be to be kind and welcoming on day 1. This is what will make a lasting impact. Make parents feel like you want to get to know them as well as their children. Attempt to build a partnership with parents by openly communicating the good and the bad. Develop trust with parents by being available and accessible when they need to contact and connect with you. Strive to form connections with parents by showing them that you care about their child and their child's success.

COMMUNICATE WITH PARENTS
Find a way that suits you and works with your parent group to communicate regularly. Be diligent!
I make sure to say "hello" and introduce myself to as many parents as possible on the first day of school. Letting your parents know that you are a person, and a kind one too, can go a long way. Make a good first impression by inviting parents into the room to look around. Smile and have a few light hearted jokes or comments to ease the nerves that they (the parents) are also probably feeling.

After a positive first impression, it will be up to you to continue to reach out to chat and keep parents in the loop. Parents deserve to know what happens in the classroom and how their child is doing regularly. Find a way to communicate that suits who you are and get that started. Keep it up, even when you are exhausted and stressed. Remember parents are at home wondering how things are going. If you take the initiative and are proactive, parents will come around less because they feel well informed.

SUGGESTIONS

*Use a daily planner for important notes, events, and anything else you want them to know about the week.

*Have a monthly newsletter that shares learning goals, classroom events, and student successes.

*Send home a class handbook at the beginning of the year with important information about how you run your program, what the expectations are for students, and how families can help.

*Create an email list to send out important time sensitive info.

*Make phone calls home to share the good days, as well as the bad.

*Respond to calls, emails, and notes at the first opportunity.

*Let parents know the best way to contact and communicate with you. Whether it is email, in person, or on the phone. I suggest giving the best 2 options for those parents that cannot visit in person due to work or other reasons.

*Send home mail in an organized fashion to ensure parents receive important info.

*Post important notices in the window or on the door for parents to see.

*Meet with parents more than the few mandatory times each year.

*Ask your parents questions and be open to feedback. Consider sending a letter home asking for this information.

BE AVAILABLE AND ACCESSIBLE
Have an open door policy and allow parents to be a part of your classroom!
This idea is closely related to communicating with parents. It is important to make yourself available to parents to connect with you regularly. Each day in the morning I open my window blinds so that my students and their parents can see into the classroom. I welcome my parents to come in with their child to the class at the bell until their child is settled in their seat. After school, I stand at the door and chat with parents. I have built the strongest relationships from doing this.

I reach out the parents to get them involved. I welcome parents who want to volunteer and often I will ask for parent helpers during special classroom events or to help with a special project. I make myself available by email, phone, and in person. I let my parents know they can contact me at any time to set up a meeting. I give them my availability since I am a parent too and cannot be available, in person, in the evening. I have an open door policy and if there is something of extreme importance, they can reach me to chat anytime. I check my emails before class starts everyday because often parents will contact me to let me know there was an issue the day before or if a child is away for some reason.

SUGGESTIONS

*Have time before or after school when you are available to talk. Leave your door open!

*Stand at the door with a smile when the bell rings in the morning and after class is dismissed.

*Give parents your business card or a magnet with your information that they can post on the fridge.

*Be open and available to set-up meetings when parents have concerns or want to check in on their child's progress.

*If possible, have a few ways for parents to contact you (i.e. phone number and email).

*Invite parents into the class to share in a celebration or to share learning.

SHOW THAT YOU CARE
Take the time to build connections with students, showcase student work and achievement, and share successes big and small!
Each and every child that you teach is important. Whether they give you the run for your money or if they are the most well behaved, each one of them deserves to be celebrated. Parents appreciate that this goes on everyday, but they are extra pleased when they are invited to witness it as well. My classroom has student work everywhere. I post it on bulletin boards, in hallways, from clotheslines, and in windows. My blinds are always open and parents can see the work that their children complete everyday. Parents are welcome to come in to the classroom often where they can see the work and their child's personal spaces up-close. When an extra amount of effort has gone into a special project, it gets sent home with a positive note. This "wow" work is saved and put into portfolios that become special keepsakes for students and families. Read more about student portfolios and student-led conferences HERE.

But more importantly than what you show is how you make children feel. You are a teacher and you became one because you care about children. I show my students I care everyday by getting to know who they are, caring about their well being, and making sure they are safe and their needs are met. I take care of them as I would want someone to take care of my own children. The way you make them feel at school is going to be reflected at home.

SUGGESTIONS

*Show parents that you care about teaching their children by creating a classroom that is organized and set-up with children in mind.

*Create special places for your students to call their own. Give them a desk or table spot, locker or cubby, and supplies with their name on it.

*Post student work on bulletin boards and invite parents to come in to the class to see.

*Create a classroom management system that keeps parents involved.

*Send completed work samples home to share with parents.

*Send positive notes home about successes small and big.

*Show your students you care about them by being open, kind, and available. This will translate home to parents.

*Make conversation with parents and remember important events in their lives.

*Have fun with your students and families. Go on field trips together, plan a mother's day tea, or invite parents to watch your students perform at an assembly.

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One of my favourite ways to connect with my families is to send home a weekly planner sheet. I created a planner sheet instead of having my students pay of planners. On the planner sheet, I include the weekly words, important memos for each day, and an area for an extra message. My students and I both write the information in. I photocopy our weekly poem on the back side for families to practice as well. I make sure it goes home on Monday.

This system works really well for me and I receive a lot of positive feedback from families. If you would like to grab your own FREE EDITABLE copy click HERE or the image below!

I hope that these tips and suggestions help you cultivate lasting and healthy relationships with parents that benefit everyone.

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This post contains affiliate links for your convenience. View disclosure policy HERE. Today I am sharing my tips for creating positive parent-teacher relationships in the beginning of the school year and throughout the year. In my 10 years of teaching, I have taught many children and have developed many relationships with parents.

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One of days...when I need a reminder... Student: Why do you do it (teach)? I paused... because at some point, I used to think I could make a difference. Student: For some of us, you still are. This coming from a student who is making tiny steps progress.

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Commitment to Students and Student Learning: "Fairness"

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Commitment to Students and Student Learning: "Fairness"

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Commitment to Students and Student Learning: “Instructional methods, learner-centered”

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Commitment to Students and Student Learning: “Instructional methods, learner-centered”

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28 Student-Centered Instructional Strategies
by TeachThought Staff
For in-person professional development from TeachThought on effective instructional strategies or any other topic your school or district might need, contact us today.
Student-centered teaching is teaching designed for the student. This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example. Done well, it can disarm some of the more intimidating parts of academia, while also shortening the distance between the student and understanding.

Put another way, student-centered teaching is teaching that is 'aware' of students and their needs above and beyond anything else. It places students at the center of the learning process.

This isn't as simple as it sounds, especially without shifting one's mindset towards that approach. We recently shared 32 Research-Based Instructional Strategies. The following infographic via Mia MacMeekin provides additional tools (in the form of strategies) that can help create a learning environment that can, depending on the context, more approachable, friendly, or familiar to students in your classroom.
See Also 28 Critical Thinking Question Stems & Response Cards
Let us know in the comments which are your favorites, or any good ones you think Mia might have missed.
28 Student-Centered Instructional Strategies
28 Student-Centered Instructional Strategies

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28 Student-Centered Instructional Strategies -

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28 Student-Centered Instructional Strategies by TeachThought Staff For in-person professional development from TeachThought on effective instructional strategies or any other topic your school or district might need, contact us today. Student-centered teaching is teaching designed for the student. This means that planning often begins with the student in mind as opposed to a school policy or curriculum ...

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Leadership in Learning Communities:“5 ways to build Classroom Community in the Upper Grades”

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Leadership in Learning Communities:“5 ways to build Classroom Community in the Upper Grades”

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Leadership in Learning Communities: "Collaborative vs Cooperative Learning"

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Leadership in Learning Communities: "Collaborative vs Cooperative Learning"

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What is the difference between collaborative and cooperative learning?