Because most of my students are seniors, and most of them have been in school together since the 5th grade, relationships, friend groups, and commonalities have developed over many years. From observing the two senior classes, most of the students are generally nice to one another if they are not already friends. There is a sense of community that students already bring into the classroom because of the history they share. They often joke with one another and talk about other classes that they’re taking because their relationships have been established over spending years together at school.
My classroom mentor has also already developed relationships with many of her students because of a shared history of either having them in her advisory group or in past English classes. At the beginnings and ends of classes she chats with the students that she knows about classes they’re taking and their other interests outside of school. The relationships between teacher and student had been established before the school year even began. Although my classroom mentor knows nearly every one of her senior students, there are still some students who clearly do not have as close a relationship with her, and in class, she does not appear to be working to further develop any of these relationships. Some students have made comments along the lines of “she doesn’t like me” after moments in class when their seat has been changed or when they hadn’t been called on for the entire period. Though these actions do not indicate that the teacher prefers one student over another, from the teacher’s point of view, I can understand how, without any explanations for her actions, a student can interpret these behaviors.
Though my classroom mentor has already established relationships with many of her students, it is evident that, at times, she continues to foster these connections with her words and behaviors. To build supportive relationships with students and create a safe, classroom community, there are several things that a teacher should be doing in the classroom. The teacher should make an effort to provide positive and constructive feedback to students, even if it is a simple as saying “good” after a comment in a discussion. I also think it is important for teachers to talk to their students about things that they are doing outside of school and things they are interested in. Building relationships with students that go beyond the classroom helps to form trust and respect between teacher and students, and can make students feel more comfortable approaching the teacher if they are having in problems at school or in their personal lives. I think a teacher should also be clear about the work they are assigning and expecting, and why it is important to complete this work. This can also allow students to feel more comfortable suggesting different ideas for assignments and activities, giving them more of an active role in building a classroom environment.
My classroom mentor has also already developed relationships with many of her students because of a shared history of either having them in her advisory group or in past English classes. At the beginnings and ends of classes she chats with the students that she knows about classes they’re taking and their other interests outside of school. The relationships between teacher and student had been established before the school year even began. Although my classroom mentor knows nearly every one of her senior students, there are still some students who clearly do not have as close a relationship with her, and in class, she does not appear to be working to further develop any of these relationships. Some students have made comments along the lines of “she doesn’t like me” after moments in class when their seat has been changed or when they hadn’t been called on for the entire period. Though these actions do not indicate that the teacher prefers one student over another, from the teacher’s point of view, I can understand how, without any explanations for her actions, a student can interpret these behaviors.
Though my classroom mentor has already established relationships with many of her students, it is evident that, at times, she continues to foster these connections with her words and behaviors. To build supportive relationships with students and create a safe, classroom community, there are several things that a teacher should be doing in the classroom. The teacher should make an effort to provide positive and constructive feedback to students, even if it is a simple as saying “good” after a comment in a discussion. I also think it is important for teachers to talk to their students about things that they are doing outside of school and things they are interested in. Building relationships with students that go beyond the classroom helps to form trust and respect between teacher and students, and can make students feel more comfortable approaching the teacher if they are having in problems at school or in their personal lives. I think a teacher should also be clear about the work they are assigning and expecting, and why it is important to complete this work. This can also allow students to feel more comfortable suggesting different ideas for assignments and activities, giving them more of an active role in building a classroom environment.