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What are some strategies for building rapport and a student-teacher relationship with troubled students?

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Discussion and Supporting Materials

Thought starters

1. What is the class's daily routine for learning the word of the day?

2. Why does Ms. Noonan have students "sit like a scholar" and wait before she says the word of the day?

3. How does the "Grab Bag Quiz" help with classroom management as students move back to their desks?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Madeline Noonan shows us two ways she manages transitions. We see her "Word of the Day" routine and her "Grab Bag Quiz." Both of these help to manage her class and add instructional time as students transition from one activity or location to another.

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Discussion and Supporting Materials

Thought starters

1. How do students react when Ms. V redirects them with a whisper?

2. Do you see a difference when she tries positive narration?

3. What advice would you give Ms. V to continue improving her practice?

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New Teacher Survival Guide: Classroom Management

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Ms. Vreeland is a new teacher working to improve the management of her classroom. She shares a video of her class with management expert Jackie Ancess. Mrs. V takes what she's learned and tries it out in her class. Watch the before and after.

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Every kid needs a champion | Rita Pierson | TED

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First manage yourself - teacher has to recognize they are part of the problem

Use soft voice tone

Body language

Use slow rate of speech

Maintain safe proximity

Take charge of your class.

Meaning don't start teaching until you have everyone's attention.  Lecture won't start, nothing will be written down until everyone eyes are on you.

Teach procedures thoroughly.

Your students should know exactly what to do during every minute of the school day–with only a little direction from you. Well-taught procedures allow you and your class to transition and move through the day like a well-oiled machine.

Don’t repeat yourself.

Many teachers repeat everything they say–sometimes three and four times. When you repeat yourself, you weaken your words and encourage students to ignore you. And why shouldn’t they? They know you’ll always give the same direction again…and again...and again.

Say more with less.

Prime your students with expected behavior/ movement for everything.

The more efficient and direct you can be with your words, the more effective your teaching will be. “Take out your math books” is infinitely more powerful than, “Okay, boys and girls, it’s almost ten o’clock, which means that it’s math time and…”

Observe your own students

The more you observe your own class, the better teacher you’ll be. When you hover and offer opinions and reminders your students don’t need, you create greater and greater dependency on you. Furthermore, the more you observe, the less your students will misbehave.

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Why should I do it:

Provides parents with direct & accurate info on child’s school behaviors

Helps to keep issues, situations, and circumstances clarified

Builds rapport, trust, and open dialogue between school and home

Helps establish and maintain behavioral limits that are consistent between school and home

Some kids respond very well to calls home

Gives parents power to enforce and follow through with limits and consequences

Avoids situations where kids can use misinformation to pit teachers against parents and manipulate the situation to avoid taking responsibility for their actions

Encourages some students behavior positively

Can take a small behavioral or academic gain and create more significant momentum

Can create parent “buy in” or establish of improve rapport with parents

Boosts student self esteem and self confidence

When should I do it:

As a consequence

When a student breaks a rule or whose actions are disruptive enough to require a formal consequence

When a child is exhibiting a chronic habitual behavior problem

When you need more support in addressing a behavior

When the behavior appears to be stemming from something in the home

When you suspect a child’s behaviors are due to environmental circumstance, like a family death, illness, etc.

When the student does not seem to respond to your authority

When there does not appear to be home consequences for poor behavior in school

As a reward

When a student has been well behaved

When a student has done well on an academic task

When a student has been helpful

When a student meets a daily, weekly, monthly goal, either academic or behavioral

When a student needs to be encouraged to do something

When a student is a significant behavioral or academic problem and does ANYTHING remotely positive or productive

How do I do it:

Use a calm neutral tone with parents to avoid arguments, blame games, and power struggles

Describe the behavior clearly and with detail

Explain what you have already tried to address the behavior

Do not dwell on blaming the parent for the child’s behaviors, rather focus on solutions, whether on the child’s part of the parent’s

Ask the parent for their input and ideas to get them involved

Always say something positive about the child or something they did well

Have the child’s grades, behavior records, and the specific data ready in front of you when you call

Say thank you for supporting your child.