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If kids have to wait weeks to get feedback for work they poured their hearts and souls into, then they feel disrespected. Prompt turnaround on grading shows that you want to hear what the kids have to say and what they know.

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Give praise for effort rather than just success #growthmindset

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Student's preferences are kept in consideration.

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Call or email a parent to let them know something POSITIVE that their student has done in class.

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being discreet instead of pointing out a flaw in front of the class

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being discreet instead of pointing out a flaw in front of the class

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being consistent and equitable in consequences

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being consistent and equitable in consequences

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Purposeful planning and studying skills that layer and build up to high-stakes assessments

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Ask students about readiness to move on vs needing a little more practice on a concept.

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Ask students about readiness to move on vs needing a little more practice on a concept.

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recognize accomplishments with specific pieces of feedback rather than broad or general comments

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recognize accomplishments with specific pieces of feedback rather than broad or general comments

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Showing genuine concern and care for each student

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Showing genuine concern and care for each student

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show you know their interests and preferences in your choices.

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Allows students to become more comfortable by speaking to other students

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Have students preselect 6 or 10 of their own partners

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Have students preselect 6 or 10 of their own partners

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With assertive students who may challenge your authority or push the limits, assign them tasks to be helpful to the class and be able to feel a sense of power that doesn't conflict. 

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With assertive students who may challenge your authority or push the limits, assign them tasks to be helpful to the class and be able to feel a sense of power that doesn't conflict. 

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Do the little things. Say please and thank you.

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Praise and celebration should always be specific and positive, but it doesn't always need to be public. Sometimes students do like being publicly praised, but sometimes not. Just get to know your students.

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Utilize the same consequences for every student. This promotes fairness.

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variety - sometimes allow students to select their own group or work alone.  Also, vary teacher created groupings

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variety - sometimes allow students to select their own group or work alone.  Also, vary teacher created groupings

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While students are engaged in working with each other, the teacher can circulate and interact with students one-on-one, building personal relationships.

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While students are engaged in working with each other, the teacher can circulate and interact with students one-on-one, building personal relationships.

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Be encouraging even if a student do great on an assignment, give them advice and offer guidance on how to improve next time

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Be encouraging even if a student do great on an assignment, give them advice and offer guidance on how to improve next time

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Follow up with students who have confided in you.

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don't pair a student who does nothing with a student who consistently works. 

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don't pair a student who does nothing with a student who consistently works. 

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Encourage students that whatever behavior it is that got them disciplined in the first place is one that you're trying to work through because it is what's best for the student. Regarding behavior and classroom management, one critical way to establish trust and a stronger teacher-student relationship is by stressing that you only want what is best for them. Being specific, sharing a bit of yourself, and working collaboratively with a student regarding how to move forward are just a few ways to help build trust.

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Encourage students that whatever behavior it is that got them disciplined in the first place is one that you're trying to work through because it is what's best for the student. Regarding behavior and classroom management, one critical way to establish trust and a stronger teacher-student relationship is by stressing that you only want what is best for them. Being specific, sharing a bit of yourself, and working collaboratively with a student regarding how to move forward are just a few ways to help build trust.

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Post their work--doesn't have to be 100% to go up

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Post their work--doesn't have to be 100% to go up

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Infuse your conversation and teaching with moments of appropriate vulnerability; this invites students, who are often afraid to reveal weakness, to trust that your classroom is a safe space to be imperfect.

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positive feedback, encouragement, opportunities for redos

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positive feedback, encouragement, opportunities for redos

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Having students recognize and praise each other's successes!

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Having students recognize and praise each other's successes!

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If you read something in a student's work or they mention something to you in passing, try to remember it and bring it up later. This could be anything from a tv show they said they watch or an event they said they were attending.

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giving prompt feedback helps students to keep up with their work.  When they feel like you care to grade their work and give feedback as quickly as possible they are more likely to feel you care.

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Try new stuff in class. Let em know.
Apologize if you're in the wrong.
Think aloud w/ your own goals.

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Know your students by name. Tell them about your day.

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Know your students by name. Tell them about your day.

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Writing +2 rather than - 18 when a student scores 2 out of 20

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Writing +2 rather than - 18 when a student scores 2 out of 20

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Listen to their story-- and direct them to others that can help them, if needed.

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Listen to their story-- and direct them to others that can help them, if needed.

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no singling out kids if possible, close proximity, circulate the room

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no singling out kids if possible, close proximity, circulate the room

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Help students build relationships with others in their classroom; work on relational capacity to help them build trust with each other.

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Help students build relationships with others in their classroom; work on relational capacity to help them build trust with each other.

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Reflect on own instructional practices to help increase student achievement. 

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Reflect on own instructional practices to help increase student achievement. 

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Ask about their pets and how they are doing.

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Ask about their pets and how they are doing.

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Also, making sure that the feedback is verbally discussed whether that is as a whole class or individually.

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specific feedback, acknowledging positives as well

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specific feedback, acknowledging positives as well

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Offer students multiple avenues to demonstrate mastery when applicable

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Offer students multiple avenues to demonstrate mastery when applicable

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Design the lesson so that students have options and can make choices about how they want to learn.

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by acknowledging what students are doing right more than what they are doing wrong. 

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by acknowledging what students are doing right more than what they are doing wrong. 

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Teacher always assigns groups intentionally so that students are not left out, making choices due to social groups, etc.

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Teacher always assigns groups intentionally so that students are not left out, making choices due to social groups, etc.

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Don't let your emotions get the best of you. Make sure students understand why they are being disciplined

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Don't let your emotions get the best of you. Make sure students understand why they are being disciplined

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Ask for their opinion about a just-taught idea or concept

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Ask for their opinion about a just-taught idea or concept

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Constructive criticism - both positive and how the student can improve.

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Constructive criticism - both positive and how the student can improve.

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Sometimes group students in a different manner each time...according to color of clothing, shoes, the number of the birthday day, etc.....

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Sometimes group students in a different manner each time...according to color of clothing, shoes, the number of the birthday day, etc.....

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Create opportunities for students to work with a variety of different partners, including self-selected.

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Create opportunities for students to work with a variety of different partners, including self-selected.

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allow the student to give you feedback as well as you giving feedback......

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allow the student to give you feedback as well as you giving feedback......

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give them praises constantly and through their peers......

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give them praises constantly and through their peers......

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Be consistent and let them know your expectations of discipline on the first day/week and maintain it.....

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Be consistent and let them know your expectations of discipline on the first day/week and maintain it.....

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Sometimes let the students decide on the instructional choices that are appropriate.... 

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Sometimes let the students decide on the instructional choices that are appropriate.... 

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Talk with your students and NOT always talked to them.....

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Talk with your students and NOT always talked to them.....

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Develop a Positive Log Book for things you have recognized AND LOGGED about that student....then show them!

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Develop a Positive Log Book for things you have recognized AND LOGGED about that student....then show them!