Teacher-student relationships are beneficial because there is a stronger likely hood that students will accept the rules and procedures, and disciplinary actions that follow their violations. (Marzano et al., 2003). Strong teacher-student relationships may not always involve letting students take charge, but having teachers show dominance in the classroom (Marzano et al., 2003). A classroom shouldn’t be a dictatorship, but I need to give the class a purpose, structure, and guidance to help my students succeed in the course (Marzano et al., 2003). If I don’t give my class a purpose, it will make it much harder for the students to want to participate in class. Dominating the classroom doesn’t mean teachers can’t take students’ suggestions. However, it’s essential that I still have control over what, how, and when of the activity so that my students can succeed in their learning (Marzano et al., 2003). I plan to use activities to help others feel more comfortable with their peers and me as their teacher. I want to be open with my students, and I want them to get to know me, just as I want to get to know my students. I want my classroom to have structure, but I also want students to be able to make choices that will benefit them. Below, I will outline three activities to help me build upon my teacher-student relationships.
Creating Classroom Norms
During the first week of classes, I will have my students create classroom norms that we will stick with for the rest of the school year. Then, as a class, we will brainstorm norms we would like to follow. An example of this could be to be respectful while others are speaking. Once we have compiled a list, I will have the norms on the whiteboard (if accessible) for the remainder of the year and will ensure everyone agrees. These norms will guide us as a rulebook of how the class will operate.
Each classroom will be different based on the community of students I will have. Having the students help me create class norms that will work for their classroom helps me consider what I need to manage when I have a particular class (Milner et al., 2019). Creating the norms with my students gives them a clear understanding of what I expect from their responsibility (Marzano et al., 2003). Developing classroom norms right from the beginning and letting the students know the importance of the course and what they can expect to get out of it will be a great guide to what the students can expect from the class. Having the students establish classroom norms helps develop self-discipline and responsibility (Marzano et al., 2003). It can also be used to keep everyone accountable. If someone breaks a classroom norm, it can be argued that they helped create it and agreed to the norms, which should encourage them to want to follow their agreements. I would ensure the norms are framed positively and are easy to accomplish.
“Where I’m from” (Christensen, 2021)
As a class, we will read and analyze Lyon’s year poem “Where I’m From” and take notice of the “I am From.” Then, as a class, we will break down different parts of the poem into pieces of home: In the house, in the yard, in the neighborhood, etc. I will then ask them to list the things in their home, childhood, memories, and surroundings that fit each category. I would then ask them to use the words they came up with about their home, childhood, memories, and surroundings and make their own Where I’m From poem. We will then all gather in a circle and go around and share our poems if they feel comfortable doing so. Finally, classmates will give feedback about what they liked about it and ask any questions they may have.
This is an excellent activity in the first few weeks of school. This would allow me to learn about my students’ homes, and it set an understanding of classroom dynamics. Everyone will be respectful of others, giving students a chance to speak openly. Everyone will also be able to learn more about their peers and the differences/similarities that they all have. This activity will help make students feel significant and cared about (Christensen, 2021). It could also give me an idea of who may need extra encouragement from me (Marzano et al., 2003). Some could write more in-depth thoughts about their home life that could be eye-opening for me, or I could tell they needed more encouragement based on their way of writing. Overall, I think this activity is good for everyone to understand everyone’s lives outside of school.
Pride Wall
Students participating in extracurricular activities within and outside of school may be featured on the Pride Wall in my classroom. I will cut out newspaper articles, pictures, a playbill, etc., and put them on my Pride Wall, similar to Figure 1. The students can sign their names and even bring me pictures to put up there. I always loved getting praise for my achievements. It made me want to achieve more. I loved when my teachers went to a softball game or plays I was in. It showed that they were proud of me and wanted to watch their student succeed. Having a Pride Wall shows students that their teacher acknowledges their success. I will show my students that I am proud of their accomplishments and achievements, encouraging them to try their best at everything, even the most challenging tasks (Milner et al., 2019). Plus, including a Pride Wall could inspire my students to want to go and do extracurricular activities. Someone who may see extracurriculars as boring may find more interest in them and may be worth participating in if they were rewarded for their success using positive framing (Milner et al., 2019).
Figure 1
Pride Wall
References
Christensen, L. (2021, November 22). Where I’m from. Rethinking schools.
Where I’m From
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
Research-based strategies for every teacher. ASCD.
McPherson, P. (2014, May 23). My Pride Wall. Pinterest. Retrieved December 12, 2022, from
Milner, H. R., Cunningham, H. B., Delale-O’Connor, L., & Kestenberg, E. G. (2019). These kids
are out of control”: Why we must reimagine “classroom management” for equity. Corwin.