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Have meaningful conversations with students by making connections with the things they like or are interested in.  Provide students with a variety of choices to demonstrate their knowledge.

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Grove:                                     One of the ways I develop trust is by making myself vulnerable.  Students see that I will make fun of myself and call myself out when I make a mistake.  Showing that we are human helps to foster that relationship that everyone is describing.  When kids have fun and feel safe it makes learning easier to attain.

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Grove:                                     One of the ways I develop trust is by making myself vulnerable.  Students see that I will make fun of myself and call myself out when I make a mistake.  Showing that we are human helps to foster that relationship that everyone is describing.  When kids have fun and feel safe it makes learning easier to attain.

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Currently, the students are developing a connection to the school community through the circle talks on Wolverine Wednesdays.  Additionally, in my classthe students are taught (during Socratic Seminars) to express their opinions and respect the opinion of others (even if they don't agree).

In the future, I can develop a stronger relationship with my students by making an effort to have a positive one-on-one interaction with each student every day.  I can do this by greeting the students at the door (by name), commenting on an article of clothing of theirs that I like, or ask about their weekend/soccer game/personal interest.

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I (agree with Tasha) and absolutely love the quote about every off task behavior not requiring disciplinary action. It is very easy to jump right to a consequence when it isn’t always necessary.  If we took the time to take action on every little thing (especially in PE)- we wouldn’t have time to do anything else. It is important to take the opportunity sometimes to make it a teachable moment instead of a power struggle. Part of building relationships (in addition to showing interest in their lives/hobbies, etc.) is letting them know that you believe in their ability to make those good decisions.  It is important consider the environment and your own practices when it comes to WHY is a student acting like this. Do you give them attention for negative behaviors?

Connecting- PUT THE PHONE DOWN.  I have made it a point this year to start connecting with students by making them have an actual conversation.  Technology- although very helpful is also killing the idea of having actual, real life relationships.  Students do not know how to TALK to a real person without a device in the middle.  This is something I will be focusing on- making them look me in the eye, not allowing them to blow off my question and mumble under their breath, teaching them how to respond appropriately when someone says “How are you today?” It’s the little things.

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Begin by developing relationships with each student.  Get to know their interests and background.  Explore and understand how they learn best and cater to each student’s specific needs. In the classroom, it is important to offer engaging lessons that involve student input so they understand the purpose.

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Greeting the students each day and asking them questions about what they are doing in their other classes or outside of school shows the students that you are interested in what they are doing. Students are much better behaved when a teacher takes the time to build relationships.

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I strongly agree with the quote that stated "not every off task behavior is a misbehavior that requires disciplinary action." So true! Sometimes as teachers we can jump the gun and jump right to a disciplinary action...which only creates more problems because now the kid is upset. Connected: I am a strong advocate for building relationships with students and treating them with respect at all times, even when they are making a poor choice. Capable: Hold high expectations for ALL students (whether they are merit, honors or HAL). Contributing: Recognizing that All students have different strengths and gifts to share with the class. We should seek and acknowledge those gifts in each student.

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Connected: You have to create a learning environment that is both reward in learning and risk in failure. Trust also comes into play with both of these ares if students know they will take a risk while also trusting the teacher is not going to go crazy on them for attempting or also failing they will go for it. Teachers need to be more involved in each student (deeper then what our curriculum says that we have to cover). Students have that connection with you then you can have them learn about paint drying and enjoy it. Many people on here commented about Greeting each student which I totally agree but also listening to the student and follow up with them during the day. If they have a big test in Math and you see them later in the day and ask them how did they do on the test. Maintaining that relationship outside of the classroom.

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Gretting is HUGE! but it needs to be personal, how was your game, how did the mile go, how's your project in ____ going...I think if the kids see you are investing in them they will invest in your class and be motivated to be success and participate. Like Brian said at an earlier meeting the students are consumers and we are selling a product. We need to make them want our product, having them feel valued and connected is a big part of that.

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Greeting each student and making sure that you know a little about them as as person. Also setting high expectations both academically and behaviorally. In the book Teach Like a Champion the author talks about the No Opt Out technique. Students need to pay attention, learn and respond and be active members of their class. This takes practice and modeling. Much of the student behavior that we see is opportunistic and undertaken in a reaction to "gray areas". Be clear about what your expectations are.

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Find ways to build in positive interactions with every student in class (even if it's as simple as "Hey John, I'm glad you're here today" - especially if that student is extremely challenging most days).  Hall and McCadney's idea of using a student inventory at the beginning of the year is a fantastic way to learn about students right off the bat.  Also give every kid the chance to be successful in class; some teachers provide students particular jobs within the classroom so they feel valued and important.

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Adapting things like Circle talks to fit the particular group's personality makes it more personal and students take ownership. It makes the time and place a safe space to share.
Encouraging attempts and praising  effort rather than just successes.
Connecting the past to today helps students see that history isn't always a thing of the past. Helping them to remember that we have to look at people and events through different lenses expands their view of the world.

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Connected: Trying to include encouragement and support along with feedback on assignments.  Sometimes students respond better with a written note from you acknowledging some way in which they have improved; it provides them with tangible evidence.

Using backchannel methods (like Todays Meet or Backchannel Chat) for students to contribute to class discussion helps students who aren't confident enough to speak up participate equally, it also provides them a way to ask questions they might be afraid to ask.

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Connected: doing community/culture building activities (like the circle talks) that make them feel like they belong and have a voice.
Capable: Scaffold the material as needed, but still be sure you are challenging them.  Also, let them know they you believe in them and know they can do it.
Contribute: Let students have a voice and say when possible.  (ex: rewards they would want, community building night ideas, etc.)  If a student has a specific interest in a topic you are learning about, have them contribute to lessons (ex: if a student is very interested in rocks, have them talk about what they know when in the geology unit or bring in rock samples that they have collected).

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I like to have students write a short paragraph about themselves the first day of class. This helps me find something that we have in common and makes students know that I care about them and what they enjoy doing outside of school.

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Connected
Greet students at the door each day and make sure to connect again during class. I also am part of the community and make an effort to greet students at sporting events, stores and at other activities.
Capable
Be positive and point out individual strengths.  Also make the classroom a safe place to be vulnerable and to fail.   Include positive messages and constructive feedback on graded assignments. Give students choices in methods of assessment.
Contributing
Incorporate every student response with technology or good old fashioned thumbs up/down. Encourage cooperation through cooperative review games such as Numbered Heads Together.

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Greeting students at the classroom door.
As many others have said, inquire about their weekend, games, outside activities. I also find sharing a bit about my own weekend, outside activities, etc. encourages them to open up also.
Encourage and compliment teamwork, and the  helping of one another.
Have a group cheer when someone is successful or reaches a goal...the teacher  leads the "three cheers...hip-hip-hooray"!
Try to build in some choices. Students feel more commitment when they have a say.

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Connected:  When a student is absent, ask them how they feel when they return to school.

Make lessons engaging and connected to real life scenarios.

I help students become successful academically by being aware of the pacing of my lessons.  Class discussions of concepts help me learn where my students are with a concept without them feeling the pressure of being graded.

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Having engaging lessons that students can relate to helps them to understand the bigger picture.  They are able to make connections and contribute to their own learning.  This helps them stay connected to the learning objectives and on task.  Giving students responsibilities helps them to feel capable.  Guiding them through problems and situations to allow them to learn from their mistakes before assigning a consequence connects them to the reality of their actions.  Ask a variety of probing questions so all students can contribute to the lesson and feel connected to the class discussion.

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Making an effort to show students how the things we do in class connect to real world issues and experiences is often a great way to help them get connected, and to gain an awareness of their own presuppositions and attitudes.  This, in turn, helps them relate to text with higher level thinking as we compare, contrast, and analyze and synthesize our own ideas and attitudes to those presented in the text.
A lot of times this "real world" importance or connection also helps students to feel more capable, because, while they may not have the same experiences as the characters about whom they read, or they can't yet perform the skill being assessed, they can all relate to the ideas of what it means to be a good friend, for example. Being able to start from their own opinions, attitudes, and experiences gives them a "starting place" as a scaffold to the larger or more abstract skills being measured by our standards.

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Connected: use the time in between classes to greet students and ask them personal questions--I like Martinez' idea to ask students how their weekends went.

Capable: for poor performing students, provide them with one-one-one tutoring during ELT

Contributing: scaffold assignments so that less able students can still contribute and use ELT to encourage completion of students' work so that less willing students have more time or produced work to submit

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Have conversations with your students that deal with what they do out of school or ask them how their weekend went.

Build moments into class where students can share ideas or thoughts with one another. Encourage peer conversation and reflection.

I like what Skopek discussed making students aware of their responsibilities in class. I believe when expectations are clear and students understand that they are part of a "whole" rather than an individual, then they are more conscious of their learning and (hopefully) their actions as well.

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I also like McCadney's bit about making sure that students are not afraid of failing, and having a mindset in which one learns from those failures.  I see that the fear of failure can be paralyzing to many kids and prevents them from setting a growth mindset.

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Create an environment in which each student understands that they are an important part of the overall spectrum.  Each student's work is essential in contributing to the "whole".  Making students aware of their responsibility and showing them how to set high expectations for themselves is often inspiring to them, and I find that students often crave this sense of responsibility already.

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Greet students at the door. Make an effort to ask them about their weekend/game/competition.

Provide encouragement. Praise the little successes and encourage risk-taking.

Create opportunities for students to showcase their strengths.

When doing group work, allow students to choose a specific job so that they feel needed.

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Connected:  Making connections with students and their interests, activities, let them know the "human side" of their teacher, share your interests and activities.
Capable:  Provide opportunities for success, give choices, encourage risk taking with their learning, encourage independence
Contributing:  provide meaningful opportunities for students to be part of the community, enable independence and celebrate success.

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I love what Janine said about being a "warm demander."  This lets students know that you have expectations for them and believe they are capable.
Greeting students, use their names and show you are interested in them by talking with them about life outside of school.
Fostering a classroom environment which values discourse so that students feel like their contributions are important.

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connected: Greet them at the door, ask about their weekends/ interests, show you care.

capable: give choices and allow them to show their understanding in a variety of ways.

contributing: Ask them what their needs are. What do they want to learn about? What goals do they have? How are they a part of the classroom/ school?

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Making those personal connections with students can set such a positive tone for your classroom.

Let your classroom be a place where it is OK to take risks and trying is celebrated.  But be ginuniun - the kids will not respond to it unless you are sincer!

Take the opportunities to let the kids know that you are glad they are in your class. When they are able to share something, contribute to the class, or show up after not being there.

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Hines: Greet students as they come into class, use interest inventories to really get to know your students, create multiple opportunities for student discussions/verbal discourse, explain to students the "relevance" of your lessons and activities 

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Hines: Greet students as they come into class, use interest inventories to really get to know your students, create multiple opportunities for student discussions/verbal discourse, explain to students the "relevance" of your lessons and activities 

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Regularly reinforce contribution and effort--both publicly and privately.

Create opportunities for students to share their experiences, interests and ideas (in either discussions or assignments).

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Make an effort to connect with every student-every day. Create a school environment that promotes being a warm demander and by being a champion for each and every kid.

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During classroom conversations encourage students to build off each others ideas. Phrasing like "To add to what Logan said..." is a subtle way to build community!

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* Include student-specific information (hobbies, likes/dislikes etc.) in lessons/assignments.  Use beginning-of-the-year student inventories to get to know kids and use that info throughout the year.
* Create a classroom environment where kids are praised for taking risks - especially when those risks "fail" - and focus on growth from mistakes.

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Greet every student at the door when they enter the classroom.

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Greet every student at the door when they enter the classroom.