How can positive attending impact classroom culture?

What impact might this have on building relationships with students (teacher to student/student to student)?

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Positive attendings impact on building teacher to student relationships: Positive attending helps build stronger, more trusting relationships between teachers and students. When students feel heard and respected, they are more likely to develop a positive attitude towards the teacher and the subject matter.

Positive attendings impact on building student to student relationships: By modeling and encouraging positive attending behaviors, teachers can create a culture of respect and attentiveness among students. This can improve peer interactions, collaboration, and mutual support, creating a more cohesive and cooperative classroom community.

Overall, positive attending contributes to a supportive and productive learning environment, enhancing both individual student experiences and the overall classroom dynamic.

positive attending can impact classroom culture by encouraging students to do what is expected of them without being told. Students who receive positive words of encouragement even when already doing the right thing can lead to more students following in their footsteps. Often we focus so much on correcting student behavior that we forget about the students who typically do the right thing without being told to do it. students like to be acknowledged even its just a "great job".

B)

Positive attending will have a positive impact on teacher to student relationships because the constant reassurance that a student is doing what they are expected to do will cause students to feel more comfortable with the teacher. they began to trust that the teacher is acknowledging them and creates a space where the student feels seen. When it comes to student to student relationships, students will grow and become better based on seeing how their peers behave. The students who may not receive as much positive attending will begin to lean on their peers and copy what they see they are doing and become a better version of themselves.

I believe the impact that positive attending will have on student-teacher and student-to-student relationships is one of mutual respect. I think that as we grow older, we learn that even though we may not like someone or care for something they may have done, it is still important to respect them as another human being. Positive attending is a sure way to create an unbiased environment while breeding positive relationships that nourish and positively reinforce those involved. This strategy can eliminate a degree of toxicity that can easily breed in many relationships. I also think that an environment of trust and honesty is more easily created.

Positive relationships within the classroom are also essential in order to have a classroom where students feel safe to take risks. Students will be more likely to participate and ask questions during classroom instruction, if they feel as though they will not be made fun of or ridiculed for attempting to answer a question or asking a clarifying question. Students will also be less likely to ridicule others if they have close bonds with them. Overall, positive attending can positively impact a classroom by aiding in students feel safe to take risks with their education.

Positive attending impacts classroom culture in many ways, positive attending is a form of. Great motivation for students. Not only do kids feel seen but they also feel heard when you give kids positive feedback. It can be the little things; it can motivate students to expand their horizons and not be scared to volunteer or participate in class. I believe that these builds trust between the teacher and the student, and the student feels more open to being able to speak up in class. Given the affirmations it not only shows students that you appreciate their participation but that you see them and you are there for them. 

2. What impact might this have on building relationships with students (teacher to student/student to student)? 

This impacts students massively as the students feel more confident in the teacher. Not only will this motivate the student to participate more but it gives the student more confinement in the teacher to be brave enough to not be judged because of the relationship that's built based on the positive reassurance you give to the student. 

Positive attending is a major resource for building relationships in the classroom, both between teachers and students and among students themselves. It develops trust and confidence, cultivating safety and fostering brave spaces. This approach lays the groundwork for deep, meaningful connections and a strong sense of community, ultimately leading to a significant boost in student engagement and investment in their learning. Moreover, it encourages positive role modeling among peers and develops leadership skills in students. By creating an environment where everyone feels valued and capable, positive attending naturally leads to stronger connections all around. It's like setting up a positive feedback loop of good vibes and solid relationships, making the classroom a place where everyone can grow and succeed together.

Now I believe positive attending will build a tremendous sense of trust and rapport between all stakeholders of the classroom. I think consistently noticing and acknowledging positive behaviors will lead to a level of trust that can be particularly impactful for students who may not always receive positive reinforcement at home or in their communities. Not to mention, students are going to more likely recognize and appreciate each other's contributions when they see those behaviors consistently acknowledged and reinforced. Contributing to a more supportive and inclusive classroom community.

I can try my best to build relationships with students but if they feel like I just don't like them or I keep picking on them then it will be harder to put them in a mindset where they are going to succeed and get the most out of my classes. I don't want to just praise students for "being smart" because then everyone will just think that's an inherent trait. I think instead focusing on behaviors or study habits will help students find achievable goalposts for them to get praise. I think it's okay for them to also just get praise because. Being their age isn't easy. They don't have a lot of control in their lives and they can stand to hear something positive. I guess at the same time I want it to feel sincere. It's a bit of a tightrope. Lastly, when I have to talk to a student about any more serious offense, I also say that I am not mad at them, and really try to make an effort for them to feel like I am not mad at them. It's not about my emotions, which like anyone can vary and are personal. Instead there are set boundaries and expectations that everyone has to meet.

Building relationships with students can be impossible when they don't feel that you support them, or when they feel shamed by you, or feel that you only see the bad. Additionally, I believe that teachers taking on the attitude to look for opportunities for praise impacts their ability to build relationships with students. When they are in a reactive space, teachers are looking out for behaviors that they want to discourage. When teachers are intentionally looking for behavior and content-specific things to praise, they see what is so great about their students that they may overlook otherwise.

Instead of taking massive amounts of time and lots of formal actions to correct student behavior, I chose to use that energy being persistent in holding kids to account. I focus on making students deal with the fact that they are making their peers' classroom difficult to learn in. I find that this kind of warm-demanding where I focus on engaging students with the "why" of the corrections that they receive. Giving students a reason for keeping them quiet or ignoring a question for a moment helps them understand why I push so hard sometimes. Even those very difficult boys I mentioned earlier seem to understand that I don't want to punish them but to change their minds, help them find their place in the world.