10 relationship ideas to get the year started!

School starts Tuesday!!!!  As we look forward to meeting our students it is important to start the year strong, creating positive and long lasting relations with our students.  Below you will find 10 suggesting to get the year started:

1.     Morning Circle Time – Many of our teachers have morning meetings to start the school day.  Creating a morning meeting, allowing for students to learn about each other beyond school life, builds a classroom community of genuine respect and rapport.  Daily questions can focus on student backgrounds, culture, interests, events of the weekend, favorite foods/music/movies/games, special events, etc.  Becoming familiar with each other on a deeper level will support student self-awareness and acceptance of differences, which will decrease the likelihood of relationship issues during the school year.  Daily questions can focus on favorite experiences, field trips, project based learning activities, individual/class accomplishment or anything that was unique to your classroom.  

2.     Classroom Motto (start the year strong) – One teacher at our school starts the day by reciting the classroom motto.  He tells the students to push the button on their desk and all student proudly recites together, “feel good about yourself!”  Students truly feel good about themselves… not because they say it… because of the sustained teaching that goes along with saying it, creating a community of students who feel good about themselves.  His students feel good about: being a good classmate/friend, the effort they put into an assignment, learning new vocabulary words, solving problems on their own, being a good son/daughter/sibling, improving their writing skills, understanding their target learning, etc.  It works because it is a consistent approach implemented with empathy and support.  

3.     The Unlikely Student – It is “easy to connect” with students who demand your attention due to an outgoing personality, academic needs, or behavioral problems.  Something to consider, write one student’s name in your plan book each day (those who do not demand your time).  Make sure you are connecting with that child throughout the day by noticing their effort:  “Wow! Johnny did a great job on the writing assignment because he added exceptional detail”… and share those accolades with the class.  Notice things that go beyond school life: new shoes/shirt/haircut, asking about weekend, sporting event, video game, recess, family, etc.  It is important that you have a plan to connect, because if you don’t… the “easy to connect” students will demand that time and the “unlikely” student will not be noticed.

4.     Student Inventory – Look for the uniqueness of each child – Have students fill out a student inventory at the start of the year.  Revisit the student inventory that students provided you throughout the year.  Did anything change?  Student inventory example is below:

·         What do you like to do outside of school?

·         What is your favorite season?

·         List 2 of your favorite foods.

·         List 3 games you like to play.

·         What is your favorite animal, color, sport?

·         List your favorite type of music.

·         Do you like to read? What type of books do you like?

·         List 3 movies you like to watch.

·         Who do you like to play with/why?  Friend, parents, grandparents, sister, brother, other.

·         What is your favorite part of the school day?

·         What is your least favorite part of the school day?

·         What is your favorite special/subject?

Higher level inventory questions:

·         What are your dreams?

·         What do you want to be when you grow up?

·         Who would you consider to be your hero and why?

·         If you had unlimited money and could only use it to help people… who would you help and why?

It will be fun for you and your students to see how they have changed or stayed the same over the school year! 

5.     Positive Proximity – Greet your students each morning with a smile and a friendly hello.  Seems simple because it is!   It is also much better than asking “do you have your homework?”  Be present during independent work, supporting students and noticing their efforts throughout the day.  It is even ok to stop by the cafeteria (gym is where we eat lunch) or even shoot a basket or two during recess, positive proximity doesn't need to stop in the classroom.  The extra 2-3 minutes of positive proximity outside your classroom will enhance the community feeling that you are establishing in your classroom. 

6.     Active Listening  – When we are busy it is easy to send students on their way with a quick response, knowing that you would give a better response if you had the time... we do this as parents too!  Next time try saying this:  “Your question/need/etc. is really important to me and you deserve more time than I can give right now… can you hold on for a few minutes/after lunch/until tomorrow/etc. and I will give you the attention you deserve.”  If you say this with empathy, the child will usually feel validated and will (most likely) wait for your attention… sometimes it gives them time to problem solve on their own. Obviously, don't use this approach if there is an emergency or safety issues. 

7.     Tone of Voice  – Be aware of tone, volume and cadence when teaching and managing your classroom.  Use a softer delivery when managing behaviors and classroom procedures, planning and using nonverbal cues.   Use voice fluctuation, storytelling (instead of lecturing), and suspense during your classroom discussions.  Students will love it!  I have been in a lot of classroom where I did not want to leave because the tone was so engaging.  Your voice can set the relationship tone (positively or negatively) within a classroom.  Charlie Brown’s teachers were funny but I don’t think they were building any relationships with their tone of voice.

8.  “I noticed” notes - How it works:  Simply place post-it notes on student’s desk when they least expect it!

I noticed you finished your project today… nice work with great detail!

I noticed you are being a good friend to Johnny… you are kind!

I noticed you helping Sally with her math at lunch… you are a good friend!

I noticed you put great voice in your writing today… nice focus on our target learning!

I noticed you being a good listener… you rock!

I noticed you asking for help on your assignment… way to take charge of your learning!

I noticed you using "active listening" strategies with Sally during turn and talk… keep it up!

You get the idea!  I would not walk around the room giving “I noticed” notes all day… it could decrease the value.  Use it sparingly, maybe three to five per day and keep track, making sure you are noticing everyone over time.  This also works well with number three from above - The Unlikely Student.  I love this strategy because it provides encouragement and accolades to support a positive relationship between you and your students.  It will also teach students to self-regulate their behaviors, assuming responsibility to academic and social learning.  Students will love it and so will you! 

9.     Humor – It is ok to laugh, smile, and tell an appropriate joke from time to time.  Children want to see us having fun during the start of a school year!  A morning joke can go a long way to support positive feelings.  We have children telling Friday jokes on the morning announcements, it’s a lot of fun!

Q: What did the math book say to the other math book?

A: I have a lot of problems!

I love a good joke and so will your students!
10. Closure to the day and year – Facilitate a reflection discussion at the end of each day, showcasing the academic and social learning that took place.  Give accolades to individuals for positive effort and remember the happy and/or humorous moments during the day… maybe even tell your corny joke again.  Set goals for tomorrow and end the day by saying “be kind to one another,” supporting and modeling the positive feelings you are establishing within your classroom.  Make this a consistent conclusion to your day and they will be eager to return in the morning.

I truly believe that children will not learn from people they do not like or if they do not feel safe within their learning environment.  It is important to make connections that will last a school year.  Watch this inspirational TED Talk by Rita F. Pierson, which showcases the importance of making connections.

TED Talks Education: Rita F. Pierson

http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Relationships - The Key to Learning

"Kids don't learn from people they don't like!"

"You say it long enough it starts to be a part of you."

"We teach anyway... because that is what we do! We are educators... We are born to make a difference!"

"Every kid needs a champion!"

As the year gets started, I encourage you all to sustain a relationship goal.  Going to a workshop on relationship building might be beneficial but setting a goal, which is maintained over time and a focal point to everything you accomplish, will provide results.  “You say it long enough it starts to be a part of you” and it will be a part of your culture as well. 

Enjoy setting relationship goals to guide and sustain making connections to last the school year and beyond. “Be a champion” for your students!  Please share your thoughts and goals with us!  

Have great start to the school year!!!!

Keith

 Rules provided without relationship result in rebellion.

Consequences given without relationship lead to resentment.

Rewards without relationship feel like bribes.

Love and Logic Teacher-isms

Are you ready? Setting Goals and Making Connections to last the school year and beyond!

Back to school is just around the corner!  Are you ready?  This is the time of year when the proverbial slate is wiped clean with the hopes for another amazing year.  It is also when building committees and individuals will be setting goals for the upcoming school year.  Most people have New Year’s Resolutions… We have School Year’s Resolutions.

Throughout each year the School Improvement Committee establishes four specific goals: improving academics, enhancing differentiation, integrating technology, and developing student leaders who take charge of their own learning.  These are sustained goals with action strategies and measurable timelines to generate conversation and improvement for our school and students.  We also commit to additional goals based on the current trends in education, which are building and/or district developed.  Over the years we have concentrated on the following:  Brain Based Learning, Professional Learning Communities, Curriculum Development, Instructional Practices, Differentiation, Multi-Tiered System of Support, Positive Behavior Intervention Support, Standards Base Grading, Technology Integration, Creating Leaders, Reading/Writing/Math Workshop, Professional Growth Process, Project Based Learning, and many more.  When we sustain learning for an entire year, with an intentional focus, it is more likely that the knowledge and implementation will maintain for years to come.  It gives educators a sense of accomplishment and purpose for establishing new initiatives.  The key is to make sure supports and professional development opportunities are provided throughout any goal or initiative, while embarking on all decisions with a basic question:  Is it good for children?

More importantly, educators should commit to a relationship goal each year to sustain a culture of learning where everyone who walks through the school doors believe that they are going to have an amazing experience!  Genuine relationships built on trust will enhance any culture.  This year’s relationship goal will focus on making connections!  District and building professional development and staff meetings will focus on making connections with students and other stakeholders to enhance the learning environment. 

I am fortunate to work with a faculty that views positive relationships as the most important consideration within their classrooms, creating environments where students want to spend their days.  This happens because we have an amazing staff who intentionally builds relationships and genuinely loves educating children.   It also happens because we sustain conversations regarding the importance of relationships throughout our culture and within any new initiative that we establish. 

“A quality teacher-student relationship means more than the combined power of all teaching and discipline techniques known to humankind.”

Love and logic Teacher-ism

I love this quote!  Establishing positive relationships with your students, while creating a community where students have relationships with each other, will truly benefit any classroom atmosphere.  Quality teacher-student and student-student relationships increases effectiveness of classroom management and instruction.  It also makes everyone’s experience more enjoyable.  

As you know, it is extremely important to set a positive culture and climate that will last a school year!  I truly believe that everything comes back to positive relationships.  One way to create a positive relationship is to let your students know that they are safe.  Create a safe classroom from the first day of school by:

·         Setting expectations together:  Allow students to assume some of the responsibility of creating classroom expectations, promoting respectful, responsible, and safe behaviors. 

·         Teaching procedures:  Daily teaching of classroom expectations, rather than relying on rules, will enhance any learning culture. 

·         Being consistent: Students will respond to a teacher that is consistent in daily practice.

·         Communicating in positive terms and be intentional about your teacher tone:  “I listen to one person at a time… thanks – works much better than, BE QUIET!”  Love and Logic Teacher-ism.

·         Remaining competent and calm in challenging moments: Modeling that you are in control of your emotions will showcase to students the appropriate response when handling their own emotions. 

·         Teaching differentiation:  Let students know that everyone gets what they need.  Students need to feel comfortable knowing that everyone has different needs and it is OK.

·         Enjoying teaching with enthusiasm:   Modeling that you love what you do is contagious and students will feel comfort in knowing their teacher loves to learn.

·         Making and responding to mistakes:  Students need to understand that they can be risk takers within the learning process and mistakes are part of learning. 

·         Focusing on teacher proximity:  Be present during independent work, supporting students and noticing their efforts throughout the day.  It is even ok to stop by the cafeteria (gym is where we eat lunch) or even shoot a basket or two during recess, positive proximity doesn't need to stop in the classroom.  The extra 2-3 minutes of positive proximity outside your classroom will enhance the community feeling that you are establishing in your classroom.

·         Encouraging reflection:  When things go wrong, one must encourage reflection rather than scolding for inappropriate behaviors or actions.  Consequences might be necessary; however, make sure students understand that it is the behaviors that you do not like, always showing empathy for the child.

I truly believe that children will not learn from people they do not like or if they do not feel safe within their learning environment.  It is important to make connections that will last a school year.  Watch this inspirational TED Talk by Rita F. Pierson, which showcases the importance of making connections.

TED Talks Education: Rita F. Pierson

http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Relationships - The Key to Learning

"Kids don't learn from people they don't like!"

"You say it long enough it starts to be a part of you."

"We teach anyway... because that is what we do! We are educators... We are born to make a difference!"

"Every kid needs a champion!"

As the year gets started, I encourage you all to sustain a relationship goal.  Going to a workshop on relationship building might be beneficial but setting a goal, which is maintained over time and a focal point to everything you accomplish, will provide results.  “You say it long enough it starts to be a part of you” and it will be a part of your culture as well. 

Enjoy setting relationship goals to guide and sustain making connections to last the school year and beyond. “Be a champion” for your students!  Please share your thoughts and goals with us!  

Keith

 Rules provided without relationship result in rebellion.

Consequences given without relationship lead to resentment.

Rewards without relationship feel like bribes.

Love and Logic Teacher-isms

How should teachers view the professional growth process?

The evaluation tool should operate as a support to teachers and administrators, guiding our instructional conferences and encouraging continuous improvement within our craft of educating children.    We should have a strategic plan that changes with the landscape of education throughout our careers.  Educators should focus on building relationships that motivates and creates a love for learning, maximizes instructional time, increases engagement, and empowers students to be life-long learners!  

So, as you set professional growth goals at the start of the school year, remember to utilize the evaluation tool as an instrument to flourish, supporting and enhancing your professional growth. 

How should teachers view the professional growth process?   As an experience to:

•             Grow as a professional, creating opportunities to set goals and attending professional development to sustain growth.  Provide quality differentiated instruction for all students, while focusing on innovative ways to improve classroom instruction and ultimately student learning.

•             Collaborate efforts between fellow teachers, working as a team to improve building climate and instruction. 

•             Be positive!  Embrace change with an open mind and be an active participant during professional growth meetings and instructional conferences.  Be prepared and excited to sustain learning. 

•             Develop high expectations for yourself and students while consistently self-reflecting on your teaching and professional growth. 

•             Build trust and personal relationships with building principal and colleagues, approach the teacher professional growth process in a professional manner, willing to accept positive and constructive feedback.

•             Be open about concerns or frustrations, working with building principal to problem solve solutions rather than remaining stagnant. 

•             Remain confidential regarding your rating within the professional growth process.  The process should be an experience of continuous improvement and discussing ratings between teachers is not recommended.    It’s another reason why I continue to advocate for the elimination of the highly effective rating, while changing the method from an “evaluation” process to a “professional growth” process.

•             Understand that the teacher evaluation process is never final, we are always setting professional goals focused on improvement.

•             Accept that a single classroom observation (one way or another) does not provide the entire picture.  Multiple visits during the year and honest self-reflection is necessary to make a holistic assessment of effectiveness. 

•             Recognize that our children deserve and need effective teachers!  If you are unable sustain a positive evaluation ratting then you must have an honest conversations with yourself, your principal or a trusted colleague.  Find a mentor that can support you, either by reestablishing your teaching skill set or counseling you into another profession. 

•            Embark on all decisions with a basic question:  Is it good for children?

I always value the work teachers and administrators do each and every day!  Our jobs are difficult but extremely rewarding!  Thank you for always putting students first and not thinking they are a number, recognizing their individual needs! 

Reflecting on our effectiveness is important… what we do after we reflect is professional growth! Keep reflecting and making the most of your profession.  Educators are the best!

Have a great week!

Keith Howell

Related Posts:

Most principals’ worry about the teacher evaluation process…you are not alone! 

Effective vs Highly Effective – Do we need to clarify?

Reflection is Important - What you do after you reflect is professional growth!

Achievement & Student Growth Philosophy - What is truly important?

What are we doing to our profession?  Be the Positive Voice!

Most principals worry about the teacher evaluation process… you are not alone!

The Big Question???  How do you decrease stress surrounding teacher evaluations?  Easy Answer… Increase trust!

The most valuable thing principals can do to support the evaluation process is increase trust! 

As I have stated in a previous posts:  I know… the “evaluation process” does have some negative tones due to the political uncertainties regarding the process.  We should change the name!  Let’s call it the “professional growth process.”  Seems a bit more positive and reflective.  For the purposes of this post and future posts, it will be referred to as the professional growth process.

Developing trusting relationships with teachers, while creating shared leadership opportunities, should be the focus for every administrator and will simultaneously decrease stress surrounding the professional growth process.  Relationship building and fostering shared leadership opportunities promotes a sense of community and cooperation in schools.  Teachers have many expectations and responsibilities and it is the principal’s job to support and encourage continues improvement through the professional growth process, without making it seem like “it’s one more thing” that they are responsible to manage within their day.  Building trust surrounding the professional growth process is key!

What can principals do to foster trust within their building and surrounding the professional growth process? 

1. Build genuine relationships.

-          Demonstrate an awareness of personal details within your entire faculty.  Know and care about them as people with lives outside of school. 

-          Express a positive outlook and enthusiasm of support for teachers.  It isn’t what you say… it’s how you say it that motivates staff to improve and continually to develop a growth mindset. 

-          Be available and visible, visiting classroom frequently during non-observation times.

-          Create a climate where staff members feel comfortable expressing concerns regarding curriculum, instruction, and building operations. 

-          Create a climate that demonstrates that every job is important and each person needs recognition and respect. 

-          Find humor in daily routines and help everyone understand that we choose our attitudes.  

2. Create a strong working relationship with teachers built on trust and honesty.

-          Be honest during the professional growth process.  Tell teachers what you are looking for and provide suggestions for improvement.  Don’t tell teachers that everything was great if you are still looking for specific areas of instructional/classroom management improvement or increased student engagement, parent communication, etc.

-          Provide specific and timely feedback after formal and informal observations.

-          Demonstrate active listening of teacher concerns and provide ideas that will support teacher and student growth.  Listen and survey teachers regarding building initiatives.  Staff buy in is key to creating a successful and collaborative culture. 

-          Understand that a single classroom observations (one way or another) does not provide the entire picture and multiple visits during the year are necessary.

-          Support teachers during sensitive meetings.  Always bring conversation back to what is best for the child.  If a teacher is wrong or upsetting a parent then I will state the following:

o   I know (teacher) really cares about your child and that is why emotions are high right now, let’s take a couple of minutes to put things into perspective. At this time I will restate concerns and provide some solutions.

o   What (teacher) is trying to say… state this and then model an appropriate response.

o   I can tell that you (parent) are upset right now and don’t agree with (teacher)… let’s take a day or two to think it over.  This will give time for the principal to collaborate with teacher regarding an appropriate response to parent and support for student. 

If teacher is wrong, or lacks relationship building skills with parents or students, then those are conversations that need to take place with individual teachers in a confidential manner and not in front of parent. 

-          Direct parents back to the teacher to resolve concerns before you step in.  Parents tend to contact the principal before teachers even know that there is a problem or concern.   Principals should give teachers the chance to collaborate with parent before becoming involved. 

-          Support teachers who are struggling at their profession.  Counsel them to improve and be honest about the professional growth process.  In extreme cases, you might need to counsel an educator into a different career and this will only be successful if you have a positive relationship with that person which is built on trust. 

-          Never talk about another teacher’s effectiveness ratings.  It is appropriate to give accolade regarding positive staff performance but principals should never talk of teacher effectiveness… a big reason why I advocate for eliminating the highly effective rating. 

-          Don’t rescue teachers, give them encouragement and support to be successful.  They will thank you for the reassurance and trust. 

3. Provide opportunities for professional growth. 

-          Provide sustained professional development opportunities that are meaningful and relevant to current trends in education. 

-          Provide professional development at a reasonable pace, not to overwhelm but to provide direction and excitement for professional growth. 

-          Increase targeted and sustained professional development activities during staff meetings.

-          Support and differentiate teacher goals and professional growth through instructional conferencing - reviewing environment, instruction, planning, and professionalism.  No need to have school wide professional development on communicating with parents if only a couple of teachers are in need of support.

4.  Create a culture of shared leadership.

-          Provide opportunities for teacher leadership through committees, leading student groups, building management decisions, creating surveys, book studies, sharing on twitter and/or blogging, professional development presentations, etc.  This will increases accountability and a sense of ownership within building decisions and enhances growth as a building.

-          Understand that your faculty has exceptional skills to offer.  Focus on shared, continuous improvement, promoting cooperation and cohesion within the school.  Allow your staff to provide professional development during staff meetings, building on their strengths!

-          Allow your staff to take the responsibility of building trust within grade level groups and developing each Professional Learning Community member’s self-awareness about the things that are most relevant to the building mission and vision. 

5.  Show competency and demonstrate knowledge. 

-          Show competency and demonstrate knowledge of building management, curriculum, instruction, and assessment practices that are congruent with district and state mandates.  Create a plan of how to manage state, local, and building operational needs while recognizing change is inevitable, embracing it at every opportunity.

-          Ask a few simple question before bringing new initiatives to the staff:  How is this going to benefit students?  How is this going benefit the building climate?  Is it necessary to enhance student or staff success?  Did I survey the appropriate stakeholders before moving forward? 

-          Demonstrate consistency and accountability by addressing needs of the current situation.  Decrease unknowns surrounding building management, calendar, behavior management, PTO activities, district initiatives, etc.

-          Provide a supportive and safe environment conducive to learning that provides support for student with academic and behavioral needs.

-          Understand and provide direction regarding the evaluation tool and district/state process. 

This post is more of a reflection on how I want to operate as a building principal, decreasing anxiety around the professional growth process.  I know, seems overwhelming!  Good thing, we are all in this together for the betterment of students.   Professional growth process should be a positive experience and the umbrella to everything we accomplish during the school year.  We should use it to improve our instructional practices and professional growth, with our number one focus being the core: Student Learning.  I want the professional growth process to support educators and not be the cause for stress, and the best way to accomplish that is by increasing trust!   

The increased teacher evaluation attention seems overwhelming!  Something to consider:  educators usually have long careers with plenty of time for sustained growth.  We should have a strategic plan that changes with the ever-changing educational landscape throughout our careers. 

Enjoy relaxing, learning, and reflecting over the summer!

Keith