Technology and Writing
WWB Training Kit #12
Building Positive
Teacher-Child Relationships
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Presenter should be familiar with the content in What Works Brief #12 and Module 1, Section V on Building Positive Relationships available at http://www.vanderbilt.edu/csefel/
Consider using What Works Brief # 12 handout as a supplemental resource.
Welcome participants
Take care of any logistics (e.g., length of time for session, break, handouts, etc.)
Pass out Pre-training survey for all participants to complete and turn in.
Why Are Positive Teacher-Child Relationships Important?
- They influence success in elementary school
- They are related to:
- Good peer interactions
- Positive relationships with future teachers
- Lower levels of challenging behaviors
- Higher levels of competence in school
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Teacher-Child relationships have a long-term impact.
There are 4 positive outcomes:
- Good peer interactions (e.g., positive, respectful)
- Positive relationships with future teachers (e.g., warm, caring, positive, respectful)
- Lower levels of challenging behaviors (e.g., child more likely to be cooperative, follow directions, be respectful)
- Higher levels of competence in school (e.g., child more likely to get along with others, interact well with adults)
Activity 1
Greeting Children
Mary
Most days Mary has a difficult time entering the classroom. She clings to her mother and cries. The teacher often has to stop what she is doing and physically take Mary from her mother’s arms. After Mary’s mother leaves, Mary often sits in her cubby and
watches as others engage in activities within the bustling classroom.
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Activity #1: Ask participants to brainstorm some reasons that Mary might be having difficulty joining the group. Ask them to work in pairs to rewrite the scenario to reflect a more positive relationship between the teacher and Mary.
Possible reasons that the group might come up with are:
- Mary is new and does not know what to expect when she enters the classroom.
- Mary does not feel welcome in the classroom.
- Mary does not know what areas of the classroom she is allowed to play in.
- Mary does not know how to enter the play of the other children.
- There are language barriers. Mary speaks another language or does not know how to communicate with peers.
How can teachers develop positive
teacher-child relationships?
Techniques
One-to-one interactions with children
Get on child’s level, face-to-face
Use pleasant, calm voice
Use simple language
Provide warm, responsive
physical contact
Follow child’s lead
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As you discuss each suggestion for developing positive teacher-child relationships, pause and ask participants to share with their partner a time during their daily classroom routine when the suggested technique would probably be easiest to use and the time when they would like to improve the implementation of the technique. Ask volunteers to share ideas and ask group to brainstorm possible changes in the daily schedule or routine that might foster increased positive interactions.
How can teachers develop positive
teacher-child relationships?
More Techniques
Help children understand classroom expectations
Redirect to divert from challenging behavior
Listen to children
Encourage children to listen to others
Acknowledge children for their accomplishments and effort
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Discuss ways that teachers can help children understand classroom expectations. Some examples are:
- Developing a picture calendar for the daily routine
- Modeling correct behavior
- Respecting children
- Encouraging children
- Waiting for children to finish asking questions before answering them
- Teaching children simple ways of handling difficult situations
- Asking children to demonstrate the correct way to handle difficult situations at circle time
- Developing a simple list of class rules
Developing Relationships
with Children
Keep in mind:
Cultural, linguistic, and individual needs
Adapt strategies to unique child and family characteristics
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Discuss ways that teachers can respond to the cultural, linguistic, and individual needs of children. For example, the teacher might talk to a child’s parents about routines that they use to comfort the child at home.
Ask participants to share examples from their own experience.
Challenges to developing positive teacher-child relationships
- Not enough time
- Too many curriculum requirements
- Expectation that children will wait quietly in line
- Noise level in classroom
- Maintenance duties
- Adherence to lesson plans
Possible challenges to implementation might be:
- Not enough time, too many curriculum requirements. (Sample suggestion: Develop learning centers that help children meet requirements and can be used independently as you circulate and make individual contact.)
- Expectation that children will wait quietly in line. (Sample suggestion: Eliminate practice of waiting in line when possible. When children must wait in line, try teaching them quiet games that they can play with a partner as they wait.)
- Noise level in classroom. (Sample suggestion: Approach the child before addressing him or her. Get down at child’s eye level to avoid raising your voice.)
- Maintenance duties, such as serving and cleaning up snack. (Sample suggestion: Set up a snack station instead of serving whole-group snack.)
- Adherence to lesson plans. (Sample suggestion: Be flexible and responsive where possible. Identify the concepts and skills that must be taught and work them into activities that fit the interest of the child. Recognize that children are more likely to learn if the lesson plan is responsive to their interests.)
Activity 2
What Could You Do?
Ben is a 3-year-old who has recently been to the zoo. He crawls around the classroom roaring and pretending to claw at other children. Yesterday he scratched one of the other children on the arm. Ben ignores the teacher’s attempts to involve him in the class study of firefighters, even though
the teacher has prepared many interesting learning centers and activities.
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Activity #2. (Focus of this activity is on building relationships in a problem situation.)
First-- Ask participants to suggest possible reasons for Ben’s behavior.
Possible reasons that the group might come up with are:
- Ben likes to pretend, but the teacher has not planned areas in the classroom where he can do that.
- Ben wants to talk about his trip to the zoo, but he doesn’t know how to start the conversation.
- Ben is interested in the zoo, but there are no materials available in the classroom the he can use in dramatic play.
- Ben does not know how to play with others.
- Ben has never been to a fire station and has limited knowledge about firefighters.
Next-- Ask participants to work with a partner to think of ways that the teacher might interact with Ben in this scenario to build their relationship. (Sample ideas include: Get down on the floor and enter Ben’s play. Place zoo animals in the block area and engage Ben in interactive play. Invite Ben to look at a picture book about zoo animals with her. Change the class study to incorporate Ben’s interest in zoo animals. Talk to Ben’s parents about possible reasons for Ben’s behavior.)
Activity 3
Gallery of Ideas
Directions: Identify as many ideas as you can that will help teachers to develop positive teacher-child relationships in the following situation or classroom area. Continue brainstorming until you hear the signal. Switch sheets with another group. Write with the same color that you have been using.
- During Arrival Times
- On the Playground
- At Circle Time
- At meal or snack time
- During Story Time
- In the Dramatic Play Area
- In the Art Area
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Activity #3
Instruct participants to follow the steps on the PowerPoint slide.
If time allows, invite participants to share any personal stories to share with the group. If time is short, participants may share with a partner.
Once all groups have added ideas to each sheet, have one person from each group read aloud all ideas on the final sheet that is at their table. If possible, type up all lists and email them to participants.
Remember…
- In early childhood settings, each moment that teachers and children interact with one another is an opportunity to develop positive relationships.
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Thank the participants for attending and have them complete the evaluation form, if appropriate.
Distribute the certificate of attendance if appropriate.