Planned Activities For Building Relationships

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Table 8.1
Planned Activities for Building Relationships

Activity Description
Eating lunch with Particularly at the elementary level, teachers can schedule times
students to visit informally with individual students over lunch.
Arranging Students interview teachers to learn more about them as
interviews individuals.
Sending letters and Letters of introduction and positive notes to individual students
notes to students help build relationships.
Using a suggestion Teachers can show their interest in student ideas by having a
box suggestion box where students can anonymously share their
thoughts.
Participating in Events such as carnivals, musical and dramatic productions,
school and sporting events, and debates are opportunities for teachers to
community events relate to students outside the classroom.
Getting involved in At the elementary level, teachers can spend some enjoyable time
playground time with students on the playground.
Sending birthday Knowing student birthdays and sending a card is a good way to
cards build relationships.
Source: Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, by V. Jones and L. Jones, 2001.
Boston: Allyn & Bacon.
Henniger
The Teaching Experience: Copyright ©2004 by Pearson Education, Inc.
An Introduction to Reflective Practice All rights reserved.
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Table 8.2
Using Technology to Communicate with Parents

Communication Tool Description
Electronic mail For the growing number of parents who have computers and
Internet access, sending a quick e-mail message is a very
convenient and easy way to communicate with parents.
Video/audiotapes Many parents can’t come visit the classroom as often as they
would like, but would still like to see/hear what is going on
there. Making a video/audio tape of classroom activities that
can be then checked out by parents can help keep them
involved.
Websites Many schools and some teachers now have their own websites
that parents can use to access a great deal of information about
school/classroom activities. Technology options have made this
a relatively easy option for schools and teachers to consider
using.
Homework hotline Hardware and software are now available that allow individual
teachers to record a daily message for parents and students
regarding homework for the next day. Parents can call the
school and find out what assignments are due and details
regarding their completion.
Henniger
T-78
Table 8.3
Instructional Strategies
Influencing Student Achievement
Category Description
Identifying Effective teachers help students identify similarities and

similarities and differences. Researchers have found these mental operations
differences to be basic to human thought.
Summarizing and Effective teachers explicitly teach students how to summarize
note taking the information being learned and strategies for effective note
taking.
Reinforcing effort Good teachers help students understand the importance of
effort and guide them in seeing its impact on the individual
performance.
Homework and The assignment of an appropriate amount of homework
practice (increasing with age) and opportunities to practice new and
developing skills are necessary for effective learning.
(continued)
Henniger
T-79
Table 8.3
Instructional Strategies Influencing
Student Achievement (continued)
Category Description
Nonlinguistic Good teachers help students generate mental pictures and
representations provide graphic representations of the information being
learned.
Goal setting and Effective teachers establish a direction for learning and give
providing feedback students feedback about how well they are doing.
Generating and Good teachers help students apply knowledge by guiding
testing hypotheses them in generating and testing hypotheses.
Activating prior Teachers need to help students remember and use what
knowledge they already know through the use of cues or hints, effective
questioning strategies, and advanced organizers.
Source: Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, by R. Marzano, D. Pickering,
and J. Pollack, 2001, Alexandria, VA: Association for Supervision and Curriculum Development.
Henniger
T-80
Figure 8.1
Rubric for Fourth-Grade Science Experiment
4 3 2 1 0
Content
Is there a clear description of the science
content learned?
Process
Was the scientific process followed as
described in class?
Written Description
Is the report easy to read? Does it have
clear sentences, good spelling, and
appropriate grammar?
Points Earned
Key: 4 = excellent; 3 = good; 2 = needs improvement; 1 = unacceptable;

0 = no judgment possible.
Comments:
Henniger
T-81
Table 8.4
Models of Instruction
Model Description Example(s)

Behavioral Students learn as they modify behavior Direct instruction
systems model in response to environmental Mastery learning
feedback.
Personal model Each individual must take Nondirective teaching

responsibility for his or her own
learning while striving to reach full
potential.
Information Students make sense of their world as Constructivist education
processing they are assisted in organizing the
model information around them.
Social model Students learn as they interact with Cooperative learning

peers and teachers in learning
communities.
Source: Models of Teaching, 6th ed., by B. Joyce and M. Weil, Boston: Allyn and Bacon.
Henniger
T-82
Table 8.5
Components of Effective Management and Discipline
Component Description
Understanding current Research and theory have grown extensively over the last
research and theory several decades and are useful for understanding and
responding to both positive and negative student behaviors.
Recognizing and Teachers who are aware of unmet student needs can
responding to students’ provide understanding, assistance, and/or resources that in
personal and turn help eliminate problem behaviors.
psychological needs
Developing strong When teachers work to create classrooms that are “caring
teacher-student and peer communities,” learning is enhanced and problem behaviors
relationships diminish.
(continued)
Henniger
T-83
Table 8.5
Components of Effective Management and Discipline
(continued)
Component Description
Implementing effective When students are engaged in quality educational
instructional strategies experiences, they are less likely to misbehave.
Using proven classroom The physical organization of the classroom indirectly tells
organization and students a great deal about teacher expectations. When
management skills combined with effective management of classroom routines,
student misbehavior declines.
Dealing effectively with Because of the characteristics of individual students and

inappropriate student each unique situation, teachers need a variety of strategies
behavior to deal with misbehaving students.
Source: Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, by V.
Jones and L. Jones, 2001. Boston: Allyn & Bacon.
Henniger
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Table 8.6
Developing Classroom Rules
Guideline Description
Keep the list Four to six rules are all that are necessary. Too many rules
short. make the list difficult to remember and create unwanted
feeling of rigidity.
Makes rules broad Rules should identify broad categories of behavior that you
in focus. expect in the classroom, rather than specific ones. Listing all
your behavioral expectations is both difficult and
unnecessary.
State rules Rather than saying, “don’t hurt others,” it is more
positively. appropriate to state your rules more positively: “Treat each
other with respect.” Positive rules tell students what to do,
rather than what not to do.
(continued)
Henniger
T-85
Table 8.6
Developing Classroom Rules (continued)
Guideline Description
Identify rules the Rather than waiting for problems to present
first day of class. themselves, expectations should be clarified the
first day of school.
Develop rules Make sure that the rules are in agreement with
consistent with your written policies of the school and district in which
school/district. you teach.
Create rules that Classroom rules are meant primarily for students
apply to you as well. but should also apply to you as the teacher.
Henniger
T-86
Table 8.7
Management Strategies
Type Strategy Description
Preventing Withitness Dealing with small misbehaviors before they escalate into bigger
misbehavior ones by recognizing and dealing quickly with them
Overlapping Addressing two or more events at the same time rather than
dropping one and focusing entirely on the other
Managing Momentum Speeding up and slowing down the rate of instruction to maintain
movement the right pace for learning
Smoothness Staying focused rather than wandering through instruction, which

can confuse and frustrate many students
Maintaining Group alerting Making sure that students in the group are paying attention to,
group focus and are ready to engage in, the discussion and interactions
Encouraging Letting students know that their participation will be noticed and
accountability evaluated in some manner
High participation Finding ways to keep students actively involved even when they
formats are not responding directly to a teacher’s questions
Source: Discipline and Group Management in Classrooms, by J. Kounin, 1970, New York: Holt, Rinehart, and Winston.
Henniger
T-87
Table 8.8
Discipline Options
Option Key Elements

Glasser’s problem-solving approach  Teacher-guided problem-solving approach
Teacher effectiveness training  I-message

 “No lose” method of problem solving
Dreikurs’ approach  Importance of social acceptance

 Natural consequences
 Logical consequences
Behavior modification  Positive reinforcement
 Punishment
 Ignoring
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T-76

Planned Activities for Building Relationships

Using Technology to Communicate with Parents

Identifying Effective teachers help students identify similarities and

Key: 4 = excellent; 3 = good; 2 = needs improvement; 1 = unacceptable;

Model Description Example(s)

Personal model Each individual must take Nondirective teaching

Social model Students learn as they interact with Cooperative learning

Dealing effectively with Because of the characteristics of individual students and

Developing Classroom Rules

Developing Classroom Rules (continued)

Smoothness Staying focused rather than wandering through instruction, which

Option Key Elements

Teacher effectiveness training  I-message

Dreikurs’ approach  Importance of social acceptance

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