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I really try to find out the students' indvidual interests and build that into our conversations and lessons. I take the time to laugh with them, even play with them during recess, and allow time for our classroom to grow into a community.  As our speaker stated, we cannot even begin to work with small groups and expect our learners to work independently until this comm7unity of learners is formed.

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I really try to find out the students' indvidual interests and build that into our conversations and lessons. I take the time to laugh with them, even play with them during recess, and allow time for our classroom to grow into a community.  As our speaker stated, we cannot even begin to work with small groups and expect our learners to work independently until this comm7unity of learners is formed.

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I build relationships with my students by spending time pairing with them. We pair at the beginning of the year and after breaks. It’s important to just spend time with them and figure out what they enjoy and how they like to enjoy it. Also in our classroom, similar to an above response, we build relationships by doing GoNoodles together or playing together during recess. This allows them to be comfortable with us so that when we get to the hard stuff they’re willing to work with us.

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Starting with Morning meeting you engage your students and help to set the tone for them to start the day & let your students know that they are important

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Starting with Morning meeting you engage your students and help to set the tone for them to start the day & let your students know that they are important

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I think the best, most organic relationship building moments this year have come during times when we are not with the online students. It's horrible to say, but there is a pressure when the meet is running to keep everything going and I feel like the authentic, joking around moments don't happen as frequently. It's been a relief to have the kids in person and have some moments to just chat and get to know them better. I've learned a lot about the in person students that I wasn't able to gather through online learning. 

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I think the best, most organic relationship building moments this year have come during times when we are not with the online students. It's horrible to say, but there is a pressure when the meet is running to keep everything going and I feel like the authentic, joking around moments don't happen as frequently. It's been a relief to have the kids in person and have some moments to just chat and get to know them better. I've learned a lot about the in person students that I wasn't able to gather through online learning. 

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I start my lessons by asking the students a question to get to know them more sometimes they are silly questions and sometimes they are more serious. It has allowed me to connect more with the students and get to know them.

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In order to build authentic relationships with my students, I try to have conversations about their likes and dislikes. I try to find common interests with students to begin building trust. Additionally, students in my class understand that we all make mistakes and through our mistakes, we learn and grow.

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In order to build authentic relationships with my students, I try to have conversations about their likes and dislikes. I try to find common interests with students to begin building trust. Additionally, students in my class understand that we all make mistakes and through our mistakes, we learn and grow.

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total chaos.  One having a support system and the other barely holding on.

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Sometimes I highlight a mistake I've made or I may make one on purpose.  This provides an opportunity to show that we are all learning no matter how small or tall.  When children feel safe making mistakes they take more risks when learning or responding to instruction.  

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Sometimes I highlight a mistake I've made or I may make one on purpose.  This provides an opportunity to show that we are all learning no matter how small or tall.  When children feel safe making mistakes they take more risks when learning or responding to instruction.  

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To create and maintain authentic relationships with students, I always try to find a common interest or connection with them. It gives a starting point to talk about or engage with them in before bringing up other tough conversations. It is also important to meet the students where they are and understand where they are coming from as every student is unique. Students often have a different perspective of a situation and knowing that you give them time to explain it and just listen can go a long way. If they know you are willing to listen to their side, they will be more willing to be open and vulnerable with you.

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I believe that we have to pair with the parents as much as we do with the student to have an ongoing and positive relationship.
Also, not expecting them to be like other parents but to identify with them as individuals. For example you send something home to be signed one parent sends it back the very next day and the other parent you have to give some reminders to...the second parent lives a whole different life as the first and what their schedule looks like compared to the other parent could be tot

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I pair with my students to create and maintain relationships.  We do a lot of fun activities before I place demands on them. 

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I pair with my students to create and maintain relationships.  We do a lot of fun activities before I place demands on them. 

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I try to encourage my kids to embrace their mistakes and learn from them. Mistakes are proof that learning and improvement is taking place. 

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I try to encourage my kids to embrace their mistakes and learn from them. Mistakes are proof that learning and improvement is taking place. 

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I do a special greeting time each morning where I say good morning to each student and we do a greeting with each other, this also helps students connect with each other. I also ask each student how they are doing every morning and give them a chance to chare with their friends anything that they want to talk about that happened before school or just how they are feeling.

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To build authentic relationships, I like to be open with my students. I let them ask silly questions about me or my family or my pets. I joke around with them, I tel them embarrassing stories that have happened to me and let them joke around with me. I also share when I make a mistake and when something upset. Usually this makes them feel comfortable to be open with me too. Finally I always make sure to let them know at least one reason I value having them in our class.

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Building working relationships with students as Fort Garrison is less challenging than other schools where I have worked.  Our families have similar backgrounds and values to mine, so partnering with parents, though they are often unreasonable, is feasible.  When educational concerns arose during virtual instruction, most parents were an ally in getting their children back on track. Having taught in other communities, I know that partnering with parents who either distrust the school or don't value what it has to offer is an immensely daunting task.  The speaker's response to the last question has me wondering what I might have done differently during past experiences.

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I like connecting with my students to help build authentic relationships.  I want them to be able to trust me and feel comfortable taking academic risks in my classroom.  Early in the year, I tell them about myself and this begins to build a connection. As we progress through the year, we try to have conversations about the things we like outside of school.  I think this helps to build a more genuine relationship. I also like to inform myself on the things their age group may like (books, movies, music, etc.). I also like to do a check in with my students to gage their mood or feelings for that day.  I may tell them something like, "it was hard to get out of bed today!" so they see me as a person and someone they can relate to.  We can have similar feelings and experiences.  

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I like connecting with my students to help build authentic relationships.  I want them to be able to trust me and feel comfortable taking academic risks in my classroom.  Early in the year, I tell them about myself and this begins to build a connection. As we progress through the year, we try to have conversations about the things we like outside of school.  I think this helps to build a more genuine relationship. I also like to inform myself on the things their age group may like (books, movies, music, etc.). I also like to do a check in with my students to gage their mood or feelings for that day.  I may tell them something like, "it was hard to get out of bed today!" so they see me as a person and someone they can relate to.  We can have similar feelings and experiences.  

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This year especially at the beginning of class I've been doing a check-in/share time with them about anything fun/exciting they did the past week or something they are looking forward to that is coming up. I then will share some of my own information to help establish the real-life connections and relationships with them. 

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This year especially at the beginning of class I've been doing a check-in/share time with them about anything fun/exciting they did the past week or something they are looking forward to that is coming up. I then will share some of my own information to help establish the real-life connections and relationships with them. 

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I connect with my students by having conversations with them about things that they like or things that are important to them (family, sports, favorite books, movies, or video games). During morning meeting I try to promote active listening so that students feel heard by their peers when they are sharing their thoughts.

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I really utilize morning meetings to authentically build relationships with my students. This year it has been difficult this year to keep them engaged in our discussions this year, but I also think the small moments that are unplanned are the moments that I found a great time to connect and get to know my students. Next year, I want to try and embed content that allows students choice and voice.

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My kids always share about the sports they play, clubs they are a part of, what they do on the weekend, vacations they go on, etc. I always make sure to follow up and ask how the game was, did they have fun on the playdate, and what they did on their trip. They love the opportunity to share and that the teacher remembered asked about it later.

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I enjoy talking about my family and interests to help make connections to them and allow my students to make connections to me.

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I enjoy talking about my family and interests to help make connections to them and allow my students to make connections to me.

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Understanding students in the 'pit' and know how to get them out with positivity and careful support. This support, however, only works if the student feels trusted and supported.

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Making sure to support students in different ways based on their learning needs. Some students need to be pushed with extra support so even if they fail they are not discouraged. Also, supporting students so there is room for error, but this failure will drive them.

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I like to point out things I have in common with them outside of school. They find me much more interesting when they find out that I'm more than just a teacher and it generates genuine conversations with students.

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When we are doing brain breaks, I like to join in with them so that they can see the silly/non teacher side of their teacher.  I think it is important that the kids see us as both a friend/mentor and teacher

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When we are doing brain breaks, I like to join in with them so that they can see the silly/non teacher side of their teacher.  I think it is important that the kids see us as both a friend/mentor and teacher

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I try to connect with them about what makes them happy. What show? What game? What movie?