Student–student relationships
Building and fostering relationships among students creates a feeling of community,
which can make a difference in the behaviour and learning of each and every
student in the class. Students need to learn to:
- recognize the strengths and skills that each individual brings to the classroom
- look for opportunities to build on those skills and support each other
in areas of need
- respect and show appreciation for each other, which includes listening
to one another and disagreeing in appropriate ways.
Sample strategies to build positive student–student relationships
- Use flexible grouping.
Create regular opportunities for students to learn with and from all of the
students in the class, rather than just their best friends or the students
they feel most comfortable with. This approach fosters a climate of acceptance
and openness to the varied strengths, interests and challenges among students
in the class. Ensure students have opportunities to work independently,
with different partners, in small groups and in larger groups throughout
the school day.
- Teach skills for cooperative learning.
Most students with behaviour and social difficulties find cooperative
group work challenging. They need specific instruction about roles, responsibilities
and the expected outcomes of group tasks.
- Teach specific roles such as recorder, timer, reporter.
- Modify individual students’ roles and responsibilities to accommodate
their needs and strengths.
- Directly teach specific formats for different tasks such as how to
brainstorm a list of ideas or how to interview a partner.
- Provide visual or written organizers for each task.
- Use timers and clocks when there are specific time requirements.
- Initially assign cooperative work that involves brief and preferred
tasks, and then gradually move into longer times and more complex tasks.
- Teach a vocabulary of appreciation.
Explicitly discuss, demonstrate and model how to give positive feedback
to other students and how to graciously accept compliments and positive comments.
School bonding
Most students become emotionally attached and committed to their school and
classroom. To be engaged members of the school community, students need to
see the school, both the physical building and the community of people inside,
as safe and welcoming. They also want to feel pride in their school and to
play a role in making the school a positive place. They want to be active and
valued members of the school community.
Fostering a relationship between students and their learning is also a critical
element of successful school bonding. Students need to see value in what they
are being asked to learn. They need to feel they have a connection to their
learning and some control over the learning process. Teachers should provide
flexible and meaningful learning goals that encourage students to take ownership
of their learning.
Staff can promote school bonding by having students work with each other across
grades. For example, they can organize cross-age activities such as buddy reading,
and plan school-wide special events, assemblies and annual celebrations.
Sample strategies to increase school bonding
- Create classroom jobs.
At the beginning of the year, brainstorm a list of classroom jobs such
as taking attendance, handing out papers, feeding the class pet and tidying
the reading corner. Assign jobs randomly or ask students to apply for the jobs
they want. Create a simple job application, including the name of the job,
why the student wants the job and the skills he or she brings to it. Students
can also indicate two other jobs they are interested in. Consider rotating
responsibilities every week, month or term so that students can try a variety
of jobs throughout the year.
- Display samples of student work.
Display drawings, writing exercises or completed assignments in a prominent
place in the classroom. Rotate the displays frequently and ensure that
at some point during the month each student has at least one piece of well-done
work completed and displayed.
Teacher–parent relationships
When teachers and parents communicate regularly and work collaboratively,
they are more likely to develop a degree of trust. Then, if a behavioural concern
arises, they are more inclined to respect and support each other.
Parents are important members of the learning team. Look for ways to involve
them in supporting positive classroom behaviour.
Sample strategies to build positive parent–teacher relationships
- Involve parents and students in learning conferences.
Many schools are replacing parent–teacher interviews with a conference
format that more actively involves both students and parents. In the conference
format:
- the student can contribute to the discussion, and the parent can listen
and ask questions and give feedback
- participants are encouraged to focus on things that are going well,
celebrate the student’s learning strengths and set new goals together.
- Share good news with parents.
When communicating with parents about their children’s behaviour, include
information about what is going well and the positive things the student
shows an interest in.
