ITPE 5120 Session 3

1
ITPE 5120 Session 3

• Establishing positive teacher/student
  relationships
• Using student profiles to gather information on
  student needs

2
Objectives - TSWBAT

• Create positive teacher-student relationships
• List methods for increasing positive expectations
  effects
• Effectively use a variety of sending skills using
  I messages and positive nonverbal communication
  
• Demonstrate a range of receiving skills including
  active listening and paraphrasing
• Use a variety of student profiles to gather
  information on student needs

3
Agenda

• Activity The wild wind blows
• Activity Learning style groups
• Discussion Chapter 3 in groups
• Activities Communication skills
• Video Positive student/teacher relationships
• Presentation Student profiles

4
Academic achievement and the student/teacher
relationship

• What are the characteristics of teachers who
  care? (p. 79-83)
• Which of the common impediments to students being
  involved in school (Welhage, et. al) do you
  believe are the most important? (p. 79)
• What are some strategies for helping new students
  become more connected to adults? (p. 82)

5
Establishing effective relationships with students

• What leads to effective relationships with
  students? (pp. 82-84)
• What are the advantages and disadvantages of the
  three types of teacher/student relationships?
  (pp. 84-85)
• How much of your own life should you share with
  students? (pp. 86-87)
• What did Lightfoot mean when she said students
  should be fearless? (p. 88)
• What did the teacher discussed at the bottom of
  p. 88 do differently?

6
Systematically building better relationships

• What are the four ways to express interest in
  students? (pp. 89)
• What questions can you ask about students who
  have a cultural background different from yours?
  (pp. 89-90)
• What are the ethical issues in the study on p.
  90?
• What is the significance of the study on
• p. 93?
• What are examples of the four types of inviting
  statements on pp. 92-94?
• List one inviting and one disinviting statement
  you have heard in school or was said to you.
• What did the principal on p. 94 do differently?

7
Communicating high expectations

• What is the significance of gender and ethnicity
  on how teachers respond to students? (p. 95)
• What are some ways teachers respond differently
  to high and low achievers? (p. 96)
• How can teachers communicate high expectations to
  all students?
• (p. 97)
• What are some ways to create personal discussions
  with students? (pp. 98-100)
• What do you think about the issue of sexual
  harassment and touching students? How far should
  you go? (p. 101)

8
Using effective communication skills

• How does using effective communication skills
  benefit the students and ourselves? (p. 102)
• On what four premises are the use of
  communication skills based? (p. 102)
• What are some of the cultural differences in
  communication discussed on p. 103?
• Why are sending and receiving skills so important
  in the classroom?

9

• What are some of the skills for confronting
  inappropriate behavior listed on p. 104?
• What are the three components of I messages?
  (p. 105)
• How can you make a demand using an I statement?
  (p. 105)
• Why is making statements more effective than
  asking questions? (p. 106)
• What is the attribution theory? (p. 107)

10

• What are the characteristics of effective
  feedback? (p. 107)
• Write one example of positive praise you could
  make in response to written work by a student.
• Write one specific example of effective praise
  related to three of the aspects of praise listed
  on p. 109
• What are two ways to practice non-evaluative
  listening? (p. 133)

11

• What are the guidelines for paraphrasing? (p.
  111)
• Do the Activity 3.2 on p. 112
• Do the Activity 3.7 on p. 116
• What are some ways to collect data on your
  communication skills? (p.113-120)