Building a positive relationship with students and staff members is an on-going process. To have a strong relationship with both students and staff members, everyone needs to feel comfortable in their environment. Students need to feel that they are contributing and are part of the class. Staff members needs know that they are respected and their contributions are appreciated.
A strategy to develop a positive relationship with students is building their confidence. When students have a positive self-concept, they are more willing to work their best. Per our Child development class, I learned that children that had more positive self-concepts had higher academic achievement. Positive feelings of self-concept and self-confidence help children …show more content…
His anger is triggered by frustration and disappointment. He occasionally does not follow instructions and becomes unmotivated to work. I had my eyes on him from day one, but I didn’t want to make it obvious, so I stood back and observed. I noticed that when he didn’t understand instructions or something specific he would start to have mood swings. Per another EA, I learned that she tries to catch his outburst before it gets out of hand. Recently, the teacher was teaching the class their ABCs. The boy could not sit still and was disrupting others from listening. When the teacher told him to quiet down he became angry and started throwing stuff around. I took the initiative by asking the teacher if I could take him out of the class to let off some stream. I took him for a walk around the school. During the walk, I would ask him questions to get him to respond. He would point out which room was which. He would also show me his artwork that was on the walls. Occasionally, I would sneak in some questions about the ABCs, such as what rhymes with cat. When he got them right I would praise him. Per, our Exceptionalities class, giving descriptive praise when a student gives a good answer would make children feel important and gain confidence. I believe this worked very well. He became very happy that he was getting the questions right. His attitude dramatically changed. He wanted to head back to class to learn. He was …show more content…
With the approval of the teacher, I could explain beforehand the instructions to the boy before it’s explained to the class. This would help the boy to be prepared and not feel frustrated and behind his classmates. Another strategy would be partnering him up with another student that would help him. In our Collaborative Team class, I have learned that peer-to-peer support and interactions promote active learning. Children are more comfortable interacting with their own peers, allowing for better understanding. Practicum has been a great experience. I’m gaining more knowledge and learning more every day. I find myself coming up with different strategies to use in the classroom for a different scenario. Some I have used and some I’m waiting to try out. From the beginning, I didn’t believe I could make such a difference. It felt good that I help this boy with his self-esteem. It was a good feeling and I believe I would have more opportunities to achieve it
A strategy to develop a positive relationship with students is building their confidence. When students have a positive self-concept, they are more willing to work their best. Per our Child development class, I learned that children that had more positive self-concepts had higher academic achievement. Positive feelings of self-concept and self-confidence help children …show more content…
His anger is triggered by frustration and disappointment. He occasionally does not follow instructions and becomes unmotivated to work. I had my eyes on him from day one, but I didn’t want to make it obvious, so I stood back and observed. I noticed that when he didn’t understand instructions or something specific he would start to have mood swings. Per another EA, I learned that she tries to catch his outburst before it gets out of hand. Recently, the teacher was teaching the class their ABCs. The boy could not sit still and was disrupting others from listening. When the teacher told him to quiet down he became angry and started throwing stuff around. I took the initiative by asking the teacher if I could take him out of the class to let off some stream. I took him for a walk around the school. During the walk, I would ask him questions to get him to respond. He would point out which room was which. He would also show me his artwork that was on the walls. Occasionally, I would sneak in some questions about the ABCs, such as what rhymes with cat. When he got them right I would praise him. Per, our Exceptionalities class, giving descriptive praise when a student gives a good answer would make children feel important and gain confidence. I believe this worked very well. He became very happy that he was getting the questions right. His attitude dramatically changed. He wanted to head back to class to learn. He was …show more content…
With the approval of the teacher, I could explain beforehand the instructions to the boy before it’s explained to the class. This would help the boy to be prepared and not feel frustrated and behind his classmates. Another strategy would be partnering him up with another student that would help him. In our Collaborative Team class, I have learned that peer-to-peer support and interactions promote active learning. Children are more comfortable interacting with their own peers, allowing for better understanding. Practicum has been a great experience. I’m gaining more knowledge and learning more every day. I find myself coming up with different strategies to use in the classroom for a different scenario. Some I have used and some I’m waiting to try out. From the beginning, I didn’t believe I could make such a difference. It felt good that I help this boy with his self-esteem. It was a good feeling and I believe I would have more opportunities to achieve it