Communication -How does it affect rapport with students?

Every communicator plays dual role: one of the sender and the other of the receiver. How you say things to people affects how they respond to you. A tone dripping with sarcasm or belting out a command will cause the receiver to respond much differently than a tone which conveys empathy and sincerity. These are traits of "sending.”"Receiving" refers to how we respond to someone who is attempting to send out information. Do we persist the task at hand without looking up or do we stop, look the person in the eye and nod and ask questions when apt? These dexterities will determine how open lines of communication remain.

For a teacher a positive rapport with her students make her job easier

RELATIONSHIP MANAGEMENT

Rapport between A Student And A Teacher

t is not necessary for every student to accept his or her teacher as a role model. But for a teacher a positive rapport with her students Imake her job easier. That means, it is necessary for the teacher to

exhibit her respect and care for the student.

How do I develop effective sending skills?

“excuse me." and so forth. Using "I" statements is

A teacher will be most efficient with her very students if she first begins by dealing in important in the present. While it is important to communicatidocument patterns and to give specifics of ng effectively behavior, bringing up events from the past with students. when dealing with a potential variance will "I" only cause students to become defensive. statements It is also important to talk directly to the convey how the consequences of a student. This shows respect and helps the student's performance make you feel. student to take responsibility for behavior, They put prominence on the student's whether it is not an appropriate behavior behavior rather than on the student.or positive progress. Talking only to Consider the following example. During parents or other staff sends a gesture to geography instruction, Ram is turning the student that the teacher does not around in his seat respect his or her talking to privacy and that classmates behind you do not think him. The teacher that he or she is stops talking, looks capable of at Ram and says taking responsibility or credit for behavior loudly, "Ram, can't you ever be quiet? You independently. are constantly interrupting me and I'm not Being considerate is also very important. going to take it anymore!" Ram likely feels This includes giving students complete angry, embarrassed, and defensive. The attention when talking or listening to them teacher could instead coolly say, "It is as well as saying "please." "thank you." exasperating to me when students

murmur while I am trying to teach. It distracts me and makes me feel disrespected. I would appreciate it if private conversations could wait until later." If Ram did not respond to this hint, the teacher could take him aside and say, "Ram, it makes me feel frustrated when you whisper during my lecture. I lose my attentiveness and am less effective in my teaching."Here the teacher is drawing Ram's attention to his behavior and challenging him to take responsibility for it. She is not attacking him and she is avoiding embarrassing him by taking him aside. Students are far more likely to respond positively to this type of

Using "I" statements is very important in communicating effectively with students.

communication.Feedback also helps develop positive rapport. Specific, non judgmental comments about student behavior, both appropriate and inappropriate, communicate to students that they are responsible for and in control of their behavior. A teacher should avoid comparing students. Feedback must be reliant upon behavior, which means it is dependent upon and immediately following it. It should also specifically describe the behavior being evaluated. The preceding example of the "I" statements is also important. There are statement applies here. many situations when it is tempting to This is also important in giving praise. use statements when a question may be Students are often told that they are good more appropriate. For example, Anil has at something rather than that their hard come in late for the third time in two work and determination have resulted in weeks, interrupting your lecture. Up to this success. It is important that students point, you have not made an issue of it, attribute success and failure to factors but now you are very frustrated at having under their been disrupted. It control. For would be very easy example, to say, "If you come "Sheila, to class late again, this is you'll be spending excellent your recess period work. It with me doing shows that extra work." This is you worked likely to humiliate very hard Anil and make him on this angry. It would be assignment and put a lot of thought into much more productive to ask Anil, "This is it. You should be very pleased with the the third time you have been late. What's result. I am very pleased." going on?" The teacher might find out Judging when to use questions versus that he has been running errands for

another teacher who was unaware that this was causing him to be late or that he has to help get his little brothers and sisters ready for school and this is causing him to be late. Even if there is not a good reason, you have conveyed to him that he has the prospect to explain himself and that you can work together to come up with a way out. At other times, statements might be more appropriate. There are some questions which students have a complicated time answering, especially in front of their peers. If you and Karuna both know that she is

A teacher should avoid comparing students. Feedback must be reliant upon behavior, which means it is dependent upon and immediately following it.

something, asking how he or she feels will also probably be unproductive. It is probably better to propose that he or she go work at the computer or give an errand to run to relieve him or her of an uncomfortable situation.Finally, making positive

typically five minutes late to class statements is very vital. Research shows because she stands in the hall and talks that teachers make far more negative to her friends, asking her why she is than positive statements. Research also always late will probably only lead to shows that an increase in positive anger and defensiveness. In such a case, statements can lead to a decrease in taking Karuna aside and making a negative behavior. Again, it is important statement such as, "Karuna, it interrupts that these comments are reliant upon my class when you come in late. I need positive behavior and are specific and you to come into the room when the first credible.bell rings" may be more appropriate. If you notice that a student appears extremely angry or humiliated about

How do I become a skilled receiver?

Research shows that teachers make far more negative than positive statements. Research also shows that an increase in positive statements can lead to a decrease in negative behavior.

Being a skilled receiver means being an beginning of active listener. First and foremost, you the year. need to practice being an empathic, Taking extra nonjudgmental listener. This is very time with important in keeping lines of them to communication open. Even if you do not explain agree with or approve of what a student is classroom telling you, the important thing is that expectations they are communicating with you. You do and to get to not want to discourage this know them a little can make their communication. By giving the student transition much smoother.your full attention, nodding, saying "Yes," paraphrasing, and asking questions, you let a student know that it is okay to talk about feelings which may be Having positive expectations for all students uncomfortable. Also, you give the student is very important. Teacher expectations and

evaluations are directly linked to an opportunity to reexamine and clarify achievement. No matter the skill level or their options for dealing with the natural ability of the student, all students situation.have the ability and desire to succeed. Despite different expectations for different students, all students are entitle to your help,

By improving communication skills with students, a teacher serves as a very important model for students who are developing their own methods of communication.By modeling the behavior a teacher wants students to imitate at the very beginning of the year, the teacher attention, and feedback. Be careful not to portrays herself as caring, competent, communicate otherwise by seating less able and possessed of clear expectations for students at the back of the room or eliciting the students. This can make the first few participation only from those students who

wildly raise their hands and invariably have days of school, which are often very the correct answer.uncomfortable for students, much more Giving students cues, prompting, and giving bearable. This also pertains to students time to think of an answer are all signals to who come into your class after the the student that you have positive expectations for them. Research reveals that the majority of teachers only wait one second for a response before calling on another student. Give students five seconds and if they are unable to answer, prompt them. Encourage non participants by asking them questions you know they can answer. Theseteacher behaviors communicate to students that each and every one of them is valuable and can succeed.

Expectations: How can they help develop positive rapport?

Teacher's role as a model: How can it affect her rapport with students?

What activities can help establish

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positive rapport with students?

Sending letters and notes to students

Employing a suggestion box

Eating lunch with students

Attending student performances

Joining in student games

Making birthday cards

Sending a personal letter to your students before school starts can help them to feel welcome and convey that you are looking forward to having them in your class. During the school year, letters or notes can be sent or given to the student commending them for improved achievement, particular accomplishments, etc. This can be a very strong form of reinforcement for students who are easily embarrassed when they are singled out in front of the class.

Putting a suggestion box in the classroom and using the suggestions forproblem solving sessions with your students

Many students find it reinforcing to be allowed to bring a friend and eat in the classroom with the teacher. The lunchroom is stressful and chaotic to students as well as teachers. Having a signup sheet for students who would enjoy eating lunch with you in the room gives you an opportunity to step out of the "teacher" role and to get to know your students on a more personal level. (Some students might be motivated to earn lunch with teachers.)

Many students are involved in activities will communicate to students that you want outside of them to enjoy your school, such as classroom and that the athletics, music responsibility for this falls performances, on everyone in the room.etc. Attending these performances and giving positive feedback Joining in athletic and board games is fun for afterwards communicates to students that you both the teacher and students. are interested in and care about them. Theatmosphere during games is less

structured and the teacher's role becomes that of equal participant rather than director. It also gives students an opportunity to show skills and talents which may be more advanced than the teacher's.

Birthdays are very important to students, especially as they grow older and lessattention is given to them. Recognizing student's birthdays is generally reinforcing to students.

Having positive expectations for all students is very important. Teacher expectations and evaluations are directly linked to achievement.

Discussing report cards, projects, or students'