This week's topic was focused on building a rapport with at-risk students or those with special needs. While thinking about this topic I remembered the quote by Paul Lockhart that I used for a paper on the subject during my undergrad years, "Teaching is not about information. It's about having an honest intellectual relationship with your students". Each day that I teach is another day for me to develop my students as individuals and learners. As a teacher, my goal is to instill an appreciation for learning and an aptitude for success in each and every student that comes through my door. This is not a simple task, but is a process made up of relatively easy steps. The first thing that must occur is the development of a positive relationship. Displaying kindness, being attentive, acknowledging positive behavior, and listening to students' opinions are small steps that begin the process of developing a student-teacher relationship.
In our text, Educational Psychology: Theory and Practice, author R. E. Slavin discusses how to build intrinsic motivation to positively effect student behavior: "One way to build intrinsic motivation to learn is to create a classroom climate that is warm, accepting, and positive (Marzano, 2011; Wentzel, 2010). In such classrooms, students work hard because they want to please a valued teacher, and they feel safe in trying out their ideas and taking intellectual risks. Classroom strategies that adapt to the needs of all students and communicate high expectations with support for all students to reach high levels may also add to intrinsic motivation (McCombs, 2010), as may classrooms that value cultural diversity and make all students feel welcome and provided for (Curwin, 2010; Kumar & Maehr, 2010)" (Slavin, 261). As the text mentions, it is when the student knows that their teacher cares that they are willing to meet expectation, and develop intrinsic motivation to do their work. More often than not, students who are at-risk or having special needs have lower self-esteem. It is the teacher's job to motivate that child and encourage them to push themselves to achieve success.
In my own classroom, I try to go out of my way to highlight the positives of the students in my class who are either at-risk or have special needs. It is often these students that I appoint to be class leaders, teacher helpers, and decision makers. I find that in giving these students positive attention and responsibility upfront, they are more engaged in class and perform better. Along with the academic gains that can be achieved through positive student-teacher interactions is behavioral gains. If students are able to build a relationship with a teacher who actually cares, they are more willing to demonstrate positive behavior traits and stay on task. In the article, Positive Teacher Affect and Maternal Support Facilitate Adjustment after the Transition to First Grade, authors Kiuru, Laursen, Aunola, Zhang and others discuss the importance of a positive student-teacher relationship in regards to student behavior: "For example, a positive relationship with a teacher provides a safe context for the development of self-regulation (Denham & Burton, 1996). Warm, supportive teachers also use sensitive ways to guide children who are misbehaving and direct them toward constructive social problem solving (Thijs, Koomen, & van der Leij, 2008). In addition, a close, supportive relationship with a teacher may fulfill the child’s basic psychological need for social relatedness (Baumeister & Leary, 1995; Deci & Ryan, 2000)" (Kiuru, Laursen, Aunola, Zhang, etc, 160). All students, especially those with special needs and at-risk learners, need a support system to be successful. If a teacher is willing to go the extra mile to make sure they feel safe, accepted, and cared for; these students in turn will be willing to work harder toward their goals, both behaviorally and academically.
As I continue to teach, I will make sure to keep in mind that they relationship between me and my students will ultimately determine their success and "buy in," into the instruction in my classroom.
References
Kiuru, N., Laursen, B., Aunola, K., Zhang, X., Lerkkanen, M., Leskinen, E., . . . Nurmi, J. (2016). Positive teacher affect and maternal support facilitate adjustment after the transition to first grade. Merrill - Palmer Quarterly, 62(2), 158-178. Retrieved from http://library.valdosta.edu:2048/login?url=http://search.proquest.com/docview/1798423123?accountid=14800
Slavin, R. E. (2015) Educational Psychology: Theory and practice. New Jersey: Pearson.
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