A teacher attains moral influence with diverse students by building relationships with them in various ways. You can use this chart to track your use of these strategies over a day or a week's time:
Balanced use of strategies for forming relationships with students |
Day or period |
Mon |
Tue |
Wed |
Thu |
Fri |
Do I: |
1st |
2nd |
3rd |
4th |
5th |
Minimize my use of extrinsic control of students so that I can form other kinds of relationships with them?
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Welcome students by smiling at them and greeting them?
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Occasionally show that I am a person as well as a teacher?
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Acknowledge
and learn a little about students' cultures, races, religions, disabilities,
etc.?
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Think about
classroom events and activities from students' points of view?
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Treat all
students fairly (as distinct from "identically")?
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Promote student autonomy by letting them make some choices and decisions?
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Search for
students' strengths and special interests?
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Attend to and acknowledge what students say in class discussions?
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Listen actively, paraphrasing what students say to me?
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Ask open-ended questions that allow me to learn about students?
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Guide students through a process to solve their own problems?
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*Adapted from Weinstein, C.S., & Mignano, A.J. (2003). Elementary/Secondary classroom management: Lessons from research and practice. New York: McGraw-Hill.
PDF format for printing .... RTF version for revising |
