CLASSROOM MANAGEMENT
TEACHER-STUDENT RELATIONSHIPS
MENTAL SET
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TEACHER-STUDENT RELATIONSHIPS
MENTAL SET
Consequences
Discipline
Mental Set
Procedures
Rules
Relationships
GOALS
 Participants
will develop a better understanding
of key ideas involved in student/teacher
relationships.
 Participants
will develop an understanding of
mental set and how it relates to the work of a
teacher.
4
GROUND RULES

Take responsibility for your own learning.

Participate.

Ask questions.

Listen to learn.

Respect participants
and presenter.

Honor time limits.

Silence cell phones (includes texting)
5
PARKING LOT
What “hooks” do you
use?
What is the importance
of developing effective
relationships with
students?
WORLDLY LEARNING PARTNERS
TEACHER-STUDENT RELATIONSHIPS
Marzano
Classroom Management
That Works
7 Elements of Effective
Classroom Management
Section 3: Teacher-Student
Relationships

Demonstrating
Personal Interest in
Students

Behaving Equitably
and Responding
Affirmatively to
Questions

Exhibiting an Assertive
Connection

Being Aware of the
Needs of Different
Types of Students
Marzano
Observation and Feedback
Protocol
9 Design Questions w/ Key
Strategies
Related District
Initiatives
(PBiS, Cultural Comp.,
CEI,etc.)
Question 8: What will I do to
PBIS
establish and maintain

The focus of PBIS
effective relationships with
is creating
students?
positive learning

Understanding Students’
environments
Interests and
that teach and
Backgrounds
reinforce positive

Using Behaviors that
social
Indicate Affection for
development,
Students
and decreasing

Displaying Objectivity and
the number,
Control
intensity, and
severity of
challenging
behaviors.
Cultural Competency
Iowa Teaching Standards and Criteria
Standard 1 -Demonstrates ability to enhance academic
performance and support for implementation of the
school district’s student achievement goals.
d) Accepts and demonstrates responsibility for
creating a classroom culture that supports the learning
of every student.
e) Creates an environment of mutual respect, rapport,
and fairness.
f) Participates in and contributes to a school culture
that focuses on improved student learning.
Standard 3 -Demonstrates competence in planning
and preparing for instruction.
c) Uses student’s developmental needs, backgrounds,
and interests in planning for instruction.
Standard 6 Demonstrates competence in classroom
management.
a) Creates a learning community that encourages
positive social interaction, active engagement, and
self-regulation for every student.
b) Establishes, communicates, models, and maintains
standards of responsible student behavior.
Standard 8 -professional responsibilities established
by the school district
d) Demonstrates an understanding of and respect for
all learners and staff.
Marzano
Classroom Management
That Works
7 Elements of Effective
Classroom Management
Marzano
Observation and Feedback
Protocol
9 Design Questions w/ Key
Strategies
Section 4: Mental Set

Exhibiting “Withitness”

Exhibiting Emotional
Objectivity
Question 7: What will I do to
recognize and acknowledge
adherence and lack of
adherence to classroom rules &
procedures?

Demonstrating
“Withitness”

Applying Consequences

Acknowledging
Adherence to Rules and
Procedures
Question 8: What will I do to
establish and maintain
effective relationships with
students?

Understanding Students’
Interests and
Backgrounds

Using Behaviors that
Indicate Affection for
Students

Displaying Objectivity and
Control
Related District
Initiatives
(PBiS, Cultural Comp.,
CEI,etc.)
PBIS

Proximity Control

Clarification’

Reinforcement of
others

Redirection

ACTIVELY
supervise by
moving around,
scanning the
classroom, and
interacting with
students
Iowa Teaching Standards and Criteria
Standard 1 -Demonstrates ability to enhance academic
performance and support for implementation of the
school district’s student achievement goals.
d) Accepts and demonstrates responsibility for
creating a classroom culture that supports the learning
of every student.
e) Creates an environment of mutual respect, rapport,
and fairness.
Standard 6 -Demonstrates competence in classroom
management.
a) Creates a learning community that encourages
positive social interaction, active engagement, and
self-regulation for every student.
b) Establishes, communicates, models, and maintains
standards of responsible student behavior.
c) Develops and implements classroom procedures
and routines that support high expectations for
student learning.
d) Uses instructional time effectively to maximize
student achievement.
e) Creates a safe and purposeful learning
environment.
STUDENT TEACHER RELATIONSHIPS
The starting
point for
classroom
management
Not a function of
what teachers
feel, but a
function of what
teachers do!
Good News! Teachers can have a
positive relationship with every
student regardless of how the teacher
feels about the students in a class
TEACHER- STUDENT RELATIONSHIPS
Demonstrating Personal
Interest in Students
Behaving Equitably and
Responding
Affirmatively to
Questions
Exhibiting an Assertive
Connection
Being Aware of the
Needs of Different
Types of Students
TEACHER- STUDENT RELATIONSHIPS
1.
Discovering and
incorporating students’
personal interests into
academics
2.
Noticing individual
accomplishments and
important events in
student’s lives.
3.
Interacting with students as
individuals
Demonstrating Personal
Interest in Students
HUMOR
 Engage
in playful banter with students
when appropriate
 Keep
a book of jokes or cartoons handy and read
something funny at the beginning of class
 Laugh
 Laugh
at yourself
with your students
 Play on words
STUDENTS CAN REFUSE WORDS, BUT THEY
CANNOT REFUSE AN INVITATIONAL ATTITUDE.
 Is
my physical space inviting?
 Am
I dressed for respect?
(I am one of a group of professional,
proud, devoted, dedicated, responsible,
and appreciated people.)

Do my behaviors indicate an inviting
person?
(Smile, manners, affection)
TEACHER- STUDENT RELATIONSHIPS
Behaving Equitably and
Responding Affirmatively
to Questions
1.
Physical Gestures and
Movements
2.
Positive Interaction
Strategies
3.
Affirmative Reactions to
Incorrect Responses
TEACHER- STUDENT RELATIONSHIPS
Exhibiting an Assertive
Connector
1.
Assertive Connector
2.
Apathetic Avoider
3.
Junior Therapist
4.
Bulldozer
5.
Hider
REFLECTION ON COMMUNICATION STYLE
 What
is my dominant communication style?
 How
does this effect my interaction with
students?
 An
action I will take to work on being an
Assertive Connector.
EDUCATORS VS. BULLIES
What do you want to be known as?
TEACHER- STUDENT RELATIONSHIPS
Being Aware of the
Needs of Different
Types of Students
1.
Passive
a.
b.
2.
Aggressive
a.
b.
c.
3.
b.
5.
Hostile
Oppositional
Covert
Attention Problems
a.
4.
Fear of relationships
Fear of failure
Hyperactive
Inattentive
Perfectionist
Socially Inept
MENTAL SET
The mental
readiness a
teacher
brings to the
management
process.
MENTAL SET
Without
appropriate
Mental Set ,
NONE of the
other aspects of
classroom
management
work very well.
MENTAL SET
Deals with the way the teacher thinks/behaves in the
classroom moment to moment.
1.
2.
Exhibiting “Withitness”
Exhibiting Emotional Objectivity
WITHITNESS
 Effective
Managers monitor
classrooms regularly.
their
 They
are positioned so that they can see all
students.
 They
continuously scan the room to keep track of
what is going on, no matter what else they are
doing at the time.

Good and Brophy 2003
WITHITNESS
1.
Occupying the Entire Room
2.
Noticing potential problems
3.
Using a series of Graduated
actions
4.
Forecasting
Problems
EMOTIONAL OBJECTIVITY
1.
2.
Recognize that you are an
emotional being
Monitoring your thoughts
and emotions
SO HOW DO YOU REALLY FEEL?
1.
List a student in your current care who
you would have to admit falls on the
“negative” side of your “fondness
scale”
2.
What specific thoughts, judgments,
and feelings are you having about
him/her?
3.
Is there something that happened in
the past or someone that reminds you
of the current situation?
4.
How can you treat this student more
equitably?
EMOTIONAL OBJECTIVITY
1.
2.
3.
4.
Recognize that you are an
emotional being
Monitoring your thoughts
and emotions
Reframing
Maintaining a cool
exterior
CAN YOU HEAR YOUR STUDENTS?
OR…
are they
too busy
listening to
YOU?
EMOTIONAL OBJECTIVITY
1.
2.
3.
4.
5.
6.
Recognize that you are an
emotional being
Monitoring your thoughts
and emotions
Reframing
Maintaining a cool exterior
Take care of yourself
Preventing and
recuperating from
Burnout
TAKING CARE OF YOURSELF
MOST
IMPORTANT
Strategy
for a
HEALTHY
frame of
mind.
START FRESH EACH DAY!

Controlled breathing

Guided Imagery

Funny Movies and TV
Shows

Special Treats

Maintain Healthy Sense
of Humor
What do
YOU do?
BURNOUT


Depersonalization – feeling
unreal, ungrounded,
detached from oneself as if
in a dream
Reductions in personal
accomplishment

Emotional exhaustion;
increased physical illness

Quickness to anger; mood
swings

Increased “rigidity”; feeling
overwhelmed

Increased cynicism or
negative self-talk

Preoccupation with work

Changes in behavior; such as
increased alcohol or drug use
STRATEGIES TO PREVENT BURNOUT

Use positive self-talk

Time for YOU

Mild exercise


Good nutrition
Set realistic goals; work smarter
instead of harder

Create a laughter folder

Be around positive people and
avoid negative ones

REMEMBER your purpose in
teaching when you first started;
recall the JOY and EXCITEMENT
you had


Time for YOU
Set realistic goals; work
EMOTIONALLY HEALTHY PEOPLE
 Get
things done
 Get
along with others
 Contribute
to lives of
others
 Confident
 At
ease with who they
are
 Create
few problems
 Able
to resolve problems
quickly/effectively
 Communication
clear/assertive
is
MENTAL HEALTH SCALE
1.
YOU
2.
Parents/Siblings
3.
HOME Life
4.
SCHOOL
Environment
5.
FRIENDS
Now
What?
GOALS
 Participants
will develop a better understanding
of key ideas involved in student/teacher
relationships.
 Participants
will develop an understanding of
mental set and how it relates to the work of a
teacher.
CLASSROOM MANAGEMENT
TEACHER-STUDENT RELATIONSHIPS
MENTAL SET
Complete-
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