BUILDING
RELATIONSHIPS
Pre-assessment
• How do you make your students feel welcome
and accepted in the classroom?
• Why is it vital to use verbal and nonverbal
behaviors?
• What ways of collecting students’ backgrounds
and interests have you ever applied?
• What do you do when some students
misbehave?
• What examples of demonstrating objectivity and
control can you name?
Elements:
• 38. Using verbal and nonverbal
behaviors
• 39. Understanding students’
backgrounds and interests
• 40. Displaying objectivity and control
Element 38: Using Verbal and Nonverbal
Behaviors That Indicate Affection for
Students
• Greeting students at the classroom door
• Greeting students by name outside of school
• Holding informal conferences
• Attending after-school functions
• Scheduling interaction
• Giving students special responsibilities or
leadership roles in the classroom
Element 38: Using Verbal and Nonverbal
Behaviors That Indicate Affection for
Students
• Creating a photo bulletin board
• моя фотка
Element 38: Using Verbal and Nonverbal
Behaviors That Indicate Affection for
Students
• Using physical behaviors iObs video
 Moving around the classroom
 Smile
 Thumbs up
 High-five
 Patting the students on the back
 Putting a hand on a student’s shoulder
Element 38: Using Verbal and Nonverbal
Behaviors That Indicate Affection for
Students
• Using humor
Improvements in students’ behaviors:
Students describe the teacher as someone who
cares for them

 Students describe the classroom as a friendly
place
 Students respond to the teacher’s verbal
interactions
 Students respond to the teacher’s nonverbal
interactions
Element 39: Understanding Students’
Backgrounds and Interests
• Individual teacher-student conferences
• Parent-teacher conferences
• Student background surveys (Ox Dis food)
• Opinion questionnaires
Element 39: Understanding Students’
Backgrounds and Interests
• School newspaper, newsletter, or bulletin
• Informal class interviews
• Independent investigations
• Quotes
• Individual student learning goals
• Familiarity with student culture
Element 39: Understanding Students’
Backgrounds and Interests
• Autobiographical metaphors and analogies
Element 39: Understanding Students’
Backgrounds and Interests
• Six-word autobiographies
• Comments about student achievement or
areas of importance
• Lineups
Element 39: Understanding Students’
Backgrounds and Interests
• Lineup according to your month of birth
Improvements in students’ behaviors:
• Students describe the teacher as someone who
knows them or is interested in them
• Students respond when the teacher
demonstrates understanding of their interests and
backgrounds
• Students say they feel that their teacher values
them
• Students say they know their peers
Element 40: Displaying Objectivity and
Control
• Self-reflection
• Self-monitoring
• Emotional triggers
• Self-care
• Assertiveness
• A cool exterior
• Active listening and speaking
• Communication styles
• Unique student needs
Element 40: Displaying Objectivity and
Control
• Self-reflection
 Did I prove proper acknowledgement when
students
followed the rules and procedures?
 Did I use proper consequences when students
did not follow rules and procedures?
 Did I take every opportunity to provide positive
and negative consequences for student
behavior?
Element 40: Displaying Objectivity and
Control
• Self-monitoring
• Emotional triggers
 Personal events
 Certain times of the school year
 Specific student or faculty behavior
Element 40: Displaying Objectivity and
Control
• Self-care
• Assertiveness
Element 40: Displaying Objectivity and
Control
• Active listening and speaking
• A cool exterior:
 Using assertive body language
 Self-monitoring facial expressions
 Speaking in a calm and respectful tone of voice
 Actively listening to reasonable explanations
 Avoiding engagement with students who argue,
deny, or blame others for their conduct
Element 40: Displaying Objectivity and
Control
• Communication styles:





Assertive connector
Apathetic avoider
Junior therapist
Bulldozer
Hider
Element 40: Displaying Objectivity and
Control
• Unique student needs:
Students with unique needs can be
 Passive
 Aggressive
 Students who have attention problems
 Perfectionistic
 Socially inept
Improvements in students’ behaviors:
• Students feel settled by the teacher’s calm
demeanor
• Students describe the teacher as someone who
is in control of himself or herself and in control of
the class
• Students say that the teacher does not hold
grudges or take things personally
Critical Thinking
• What strategies will I use to help students feel
welcome, accepted, and valued?
• How will I use verbal and nonverbal behaviors to
indicate affection for students?
• How will I demonstrate that I understand
students’ backgrounds and interests?
• How will I demonstrate objectivity and control?
• https://www.effectiveeducators.com/resource/show/57ee6
c94e4b09719a4f308a9
• https://www.effectiveeducators.com/resource/show/4e2d8f
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• https://www.effectiveeducators.com/resource/show/4e89fe
2ae4b0cb3ffa09305f
• https://www.effectiveeducators.com/resource/show/4e89e
851e4b0cb3ffa090e07
• https://www.effectiveeducators.com/resource/show/4e2d8
ef05d17508eb1089a54