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Teaching Studies 2 Establishing relationships with learners

Teaching Studies 2 Establishing relationships with learners. Learning Outcome: Identify factors which promote effective relationships with learners. Developing good relationships with children is imperative. Be warm Be natural Be pleasant Be approachable Be tolerant

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Teaching Studies 2 Establishing relationships with learners

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  1. Teaching Studies 2Establishing relationships with learners Learning Outcome: Identify factors which promote effective relationships with learners

  2. Developing good relationships with children is imperative. • Be warm • Be natural • Be pleasant • Be approachable • Be tolerant • Provide an emotionally and psychologically safe environment

  3. Strategies • Learn names • Share yourself evenly • Get to know children in a variety of ways • Talk to them in small groups or 1-2 • Watch them in various settings • Join in with them

  4. Smile • Show an interest • Comment on positive things • Respect them as individuals • DO NOT OVERDO IT. Make interactions as natural as possible

  5. Finding a balance- Appropriate assertiveness You are not a friend You are not a mouse You are a teacher Remember this when you start your next placement

  6. In a challenging situation appropriate assertiveness looks like: • stating what has happened • your response and • what you want or need Initial response needs to be objective Eg “When you are shouting at me I cannot hear what you are saying and I need you to calm down.”

  7. To teach you dont have to care for your studentsAbsolum, 2006

  8. Learning focussed relationships

  9. Teaching techniques which show Openness: Respect: Honesty • Share learning intentions/success criteria • Show exemplars/assessment criteria etc • Ask children to own their learning •  Use self and peer assessment against exemplars • Contrast exemplars against student work • Teacher seeks children’s views How is it going for you? Absolum (p.51)

  10. References Absolum, M. (2006). Clarity in the classroom. Auckland: Hodder: Barry, K., & King, L. (2002). Beginning teaching and beyond. (3rd ed.). Katoomba: Social Science Press. Hamre, B., & Pinata, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child development 72(2), 625-638. Roffey, S.(2004). The new teacher’s survival guide to behaviour. London: Paul Chapman Publishing.

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