Five Practices For Building Positive Relationships With Students

Since this week our class has been talking about the importance of the teacher-student relationship, I thought this article would be interesting to read. You must have an account with, but it only takes a few minutes to sign up and from then on you can sign up for weekly newsletters about education, which may help you with this blog and this class.


1. Leave yourself reminders on your laptop.Although it seems impratical, sometimes it is hard for a teacher to remember important details about his or her students, and reminders are helpful. When a student tells you or you overhear that they are going through a hard time or plan on being very busy with an athletic team or extracurricular group during a particular week in the year, this is important to remember. It might help you to know that you have to work around these problems in order that he or she gets the support he or she needs to learn at an optimal level.
2. Never let students see you react inappropriately to a student’s comment.
This one was hard for me to really agree with–I understand not wanting to embarass a kid when his answer is wrong, but there is a difference between embarassing someone and correcting them. In fact, I think it is much more respectful to point out to a student when his or her ideas are wrong than to ignore it to “save” their feelings. Once they find out that you have done that, they will feel even more embarassed and wonder how many other times they’d been openly wrong and left uncorrected. However, I do understand the difference between “constructive criticism” and rudeness, which I’ve noticed some other teachers don’t.
3. Actually use the information you get from a first-day student survey.
I like the idea of this first-day survey. No one delves too deeply into academic material on the first day, anyway, so why not use this as a good time to learn a bit about your students? One thing I especially liked was the question centered on learning styles. In one my my language classes in high school, we always played academic games that usually highly favored extroverted, high-energy students. As someone who was extremely shy in high school, I absolutely loathed these activities, and I could tell that I wasn’t the only one. Valuing student feedback in order to design curriculum activities that truly utilize individual learning styles is a great tool for any teacher who wants to be effective.
4. Schedule “bonding” time.
As in any work place, there needs to be a friendliness and rapport between co-workers in order for good work to truly get accomplished. So it seems strange that in so many classrooms, where students will be spending a good chunk of their day with one adult, that it seems rare that these relationships are ever developed. Even though it can be hard to get close to a teacher only to have to move to a classroom the next year, it helps students academically to have that support. One thing I really liked was the “individual conferences” one middle school teacher I had held with students throughout the year. If we were working on a big assignment, she would take us to the library to use the computers to do our research and write out our essays. This was helpful to me, as I didn’t have a computer at home to write with. In that time, she would schedule 15 minute “conferences” with each student about the work they had done so far and also to chat with them about how they were doing in the class. It felt really validating to know that someone cared about my hard work on an individual level.
5. Learn all your students names as quickly as possible.
Prof. Mueller talked to us about this one. As someone who is terrible at memorizing names, I know this will be a challenge for me. However, I do believe it’s the most basic way of showing respect for your students and beginning a relationship with them.



Filed under Uncategorized

2 responses to “Five Practices For Building Positive Relationships With Students

  1. abthib

    I really enjoyed reading this post—like you said, it ties in nicely with our class discussion from the other day about student-teacher relationships. I want to respond to points 3 and 5 specifically:

    3. I always enjoy these first-day surveys as well because I feel like a teacher will really read them (and I hope they do) and I feel like I get to explain how I learn best. I think it is important for teachers to utilize these surveys because each class will be different—there will be students at different levels and with different learning styles—and it’s important to tailor a class to fit these changing needs.

    5. I think it is important to not only learn your students’ names but to make sure that all students know the names of their peers as well. Granted, if it is a small school the students will most likely already know everyone, but I think there is an important lesson to be taught about name recognition and about making this very basic connection with someone early on. Remembering someone’s name is a way to show respect and promotes communication—I believe teachers should lead by example in this regard not only to connect with their students but also to show how important it is to know someone’s name…

    I would also say that learning names could be tied into learning something new/different about the students. Such as going around the room and saying your name, your favorite color, where you’re from, interests, etc. This will not only make it easier to remember the students’ names (by providing helpful details to associate with the name) but will also give the teacher (and other students) an opportunity to learn something new about the student… Needless to say: names are important… and they are the starting point for greater connections…

    (Now that I think of it… learning names is something I need to work on too…)

  2. I enjoyed your post, it is little tid bits of information like this that I will remember one day when I am teaching. I liked the last point about remembering names. I do not think that I ever really valued this until I got to college and realized that professors do not even take the time to learn your name. The most annoying being the teachers passing around an attendance sheet that you either have to sign or check off your name, who clearly are not even trying. I know that some college professors think it is pointless, especially in gen ed classes where the students are not necessarily into their particular subject and you are only with them a half of the year instead of a whole. But as pointed out, learning a students name, making that effort makes a difference. It shows that you respect and care about the student. I know that I have tried harder, respected, and really learned from the professors who took the time to learn students names. My attitude is much different for the professors who do not know my name. Your name is important, it is your identity, it is who you are. I currently teach first grade CCD and it is always the first thing I try to learn. It is a little harder because I only see them for an hour a week but I still try. I see how mad/hurt they get when I accidentally call them the wrong name. I do not think there is any excuse for a high schools teacher to not know their students’ names.

    Jessica Dick

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s