1. What evidence and what events do students use to conclude that their teacher knows and values them?

2. How do students decide if a teacher is fair? Give specific instances of events students use to make this decision.

3. In a similar manner to the question above, describe the events and situations which convince students that they are treated with respect by a teacher?

4. What role does "realness" play in building relationships between teachers and students?

5. What are the three parts of an "I" message?

6. What is the connection between "I" messages and "realness?"

The tangible effect :

4. Students get to know us as people, not authority figures.

6. I message enable students to see teachers as a person with feelings and not authority figures. They see teachers as real as a person.

1.show intereset, be good listener, communicate high expectation, re-establish contact after discipline

- create reasonable rules

- apply rules consistently and fairly

- learn to listen to both sides of story when there is a conflict

-warn offenders up to max 3 times before imposing consequences