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Build Relationships by Knowing Students Well

February 14, 2021 by Inspired Together Teachers Leave a Comment

We recently asked teachers in our Teacher Warriors Facebook group to give us their best advice about teaching. In one way or another, almost every teacher talked about the importance of building relationships with students.

We were not surprised. Building relationships with students is the key to building a successful environment for learning.

Many teachers and students have either recently returned to their physical classrooms, have returned to a full classroom instead of a hybrid model, or will soon be returning to a physical classroom. Although teachers have been teaching virtually or with a limited number of students in the classroom, the classroom dynamic is about to change. In many ways, it is like starting the school year over again.

Since our classrooms are changing yet again, we thought it was a good time to talk about building relationships. In order to build relationships, it is helpful to know students well. You will not know everything about every student, but understanding some of the different facets of student’s lives and personalities will go along way towards building good relationships with them.

How can you get to know students well? Here are some ideas:

Ask Students about their interests.

What does a student like to do? What are their hobbies? Given free reign, how would they choose to spend their time? Knowing a student’s interests helps us to connect to them.

Look for students’ skills and talents.

We all have skills and talents. Perhaps a student is good at drawing or soccer. Perhaps they are especially empathetic, kind or thoughtful. Maybe they express themselves well or show leadership. Understanding a student’s skills and talents means we can offer opportunities to build on those skills and help develop them. Helping a student to uncover and grow their innate talents is one of the most powerful things a teacher can do.

Observe students for signs of introversion or extroversion.

Does the student gain energy from being in a group or seem to need to spend quiet time alone? Do they make quick and decisive decisions or prefer time to think and process? Are they easily bored and restless or able to entertain themselves for hours? Once you understand a students natural preferences, it is easier to help the student find the situations that give him or her the time and space they need to function well.

Ask for and watch for learning preferences.

How does the student learn best? We all have different combinations of learning preferences, but often, particular preferences rise to the top. Does the student prefer to learn by touching and doing things? Are they particularly engaged when watching something or reading? Are they acute listeners, learning through songs or discussions? Do they learn best alone or in a group? Knowing how a student learns helps us to put learning in a context that is most helpful.

Help students to grow in emotional intelligence.

Emotional intelligence refers to a person’s ability to understand and control their own emotions. More than intellect or academic training, emotional intelligence has been connected to career and life success. How does the student control frustration, anxiety or anger? Does the student show self-confidence, adaptability or innovation? Are they generally optimistic? Do they feel empathy and have appropriate communication skills? These are all skills that can be taught, and doing so often improves personal success, both in the classroom and in life.

Understand how a student is motivated.

Motivation is not a one-size-fits-all proposition. Some people are motivated by others. Some people are motivated by following rules and procedures. Competition is motivating to some, while others dislike competition. Some people are motivated by prizes or rewards, others are motivated by autonomy, creating and following their personal rules. Some people are motivated by authority, others rebel and become less motivated. Understanding how a child is motivated helps us to understand how to best work with a child.

It pays to look at our students through various lenses, to understand who they really are, and to use that insight to forge successful relationships. Our best chance at helping our students to learn starts with building positive relationships with them.

How do you go about understanding a knowing a child well? We would love to hear your insight.

Our best,

4 Reasons to Attend Students’ Extracurricular Activities

April 19, 2019 by Inspired Together Teachers 1 Comment

extracurricular activities matter to students — photo by stjohnsdallas via Flickr Creative Commons License

Do you support students’ efforts in extracurricular activities? Do you attend their sporting events or geography bees or Spanish club dinners?

This week both of us had the opportunity to attend middle school musicals. Both shows had all of the elements that you would expect in a student performance. There were students who forgot their lines and awkward pauses when someone didn’t enter stage on time. There were singers who missed the high note and more than a few bumbling dance moves. In typical school musical fashion, the girls outnumbered the boys five to one. It isn’t Broadway, but who’s complaining?

We loved every minute of it. We can forgive the missteps and forgotten lyrics because we understand that there is a higher purpose.

Middle school musicals are not about perfection, they are about getting in the game. They are about exploring a new side of yourself, about trying something out and seeing if it is a fit. It is about having fun and learning to do something that is outside of your comfort zone. It is about spending hours in rehearsal to take your chance on stage. It requires that you learn to be vulnerable and develop confidence in yourself.

These things are true of all extracurricular activities. Developing life and social skills is an important part of the process. Students learn to work together. They strengthen work habits and have opportunities to develop leadership skills. They get to engage in physical movement while challenging themselves in new ways.

This is why, in an era of budget cuts, people fight to keep extracurricular activities in the schools. It is why teachers and coaches spend countless hours for little pay guiding students to develop skills that have little to do with standard curriculum. It is why, despite the outcome and despite whether students win or lose, their activities matter.

Students often care deeply about their extra-curricular activities. Attending students’ extracurricular activities can help teachers to build positive relationships and earn respect in the process.

How do teachers benefit when they attend students’ extracurricular activities?

When you see students outside of the school day you get to see a different side of them.

Who knew that quiet boy in the back row could be a ham on stage? Who knew that the little girl who forgets her homework is a star on the balance beam? You’ll often be surprised by which students are the leaders and which students have talents you didn’t even know they had. Sometimes it is easier to see students’ potential in areas other than academic achievement.

Students love it when you are there to witness their shining moments.

Sometimes kids do hit the high notes, or break a speed record. They win championships and have their artwork displayed in exhibits. When we watched those middle school students taking their curtain call, we witnessed their pride in their achievement. Even the students with the smallest parts were beaming. When the back stage crew came out, took each other’s hands, and bowed dramatically, they got a standing ovation. These are special moments for kids and they will be proud that you witnessed them at their best.

You have the opportunity to interact with parents in a non-threatening and positive environment.

Unlike parent teacher conferences, you don’t need to prepare for discussion with parents at school events. You are all there for the common goal of supporting the students. They will likely be happy to see you and remember your efforts in supporting the school. You become a part of the community and one of “us” which lessens any potential adversarial relationships.

You build a positive rapport with students.

Students know which teachers come to their events. They like seeing you outside of the classroom and will often interact with you. It is a sign that you care about them, not just their classroom work. They will respect you for taking the time to be with them. The result is a deeper connection with students, and that often pays off with a more respectful relationship in the classroom as well.

Your teaching days are busy. You already struggle to get everything done. Your home life calls to you. It is easy to pass up the opportunities to go watch students engage in their outside of school activities. You don’t have to attend everything, but we urge you to make an effort to attend some events. You’ll be glad you did.

So, go on, buy the tickets to the French Club dinner. Watch the track meet. Attend the music program. Chaperone the dance. You will come away with a new understanding of students. You’ll get to engage with parents in a positive and non-threatening situation. And ultimately, your students will gain respect for you as someone who cares.

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Effective Teacher Language: Have to or Get To?

March 29, 2019 by Inspired Together Teachers Leave a Comment

Using effective teacher language can change the way students respond to you and may increase their motivation. The words we choose convey a message to our listener that can negatively or positively impact how students will perceive a task.

Consider the simple words “have to” and “get to.”

By replacing “have to…” with “get to…” in your daily language, you can send a subtle but very different tone and message to your listener. With this word substitution, you can easily change a negative connotation into a positive statement.

Here are some examples of how you can dramatically alter the tone of your conversations with students by substituting the word get for the word have:

“You have to read this book.”

This phrase sends the message that it is an unpleasant obligation to read the book. We don’t generally like to be told we have to do something.

“You get to read this book. ”

This phrase implies that implies that reading this book is a privilege or honor. The book sounds much more interesting if it is something we get to read.

“You have to work together.”

When you hear this, you instantly think that there are downfalls when working in a group. It is not going to be a fun or pleasant experience.

“You get to work together.”

When we get to work together, we are being given a privilege, something we will want to do and choose to do. Most students enjoy working with others, so why not choose words that make it sound positive?

“We have to work through this content.”

When you use this phrase, it sounds like even you don’t like this content and are doing it begrudgingly.

“We get to work through this content.”

This sounds much less brutal and implies that the content is something worthwhile.

“You have to show your work.”

When you tell students that they have to show their work, they hear that this is another unpleasant task. It is just one more thing they have to do. Expect student groans.

“You get to show their work.”

If you get to show your work, there is something positive in it for you. Perhaps you get some points for an incorrect answer if you have correctly done some of the steps. Perhaps the teacher will be better able to understand what you are thinking and give you better feedback. This phrase gives the impression that students have the opportunity to let the teacher understand what they are thinking.

You can also use this word substitution to correct students when they speak. When a student states that they “have to” do a task, you can reply that “Yes, you get to do the task.”

If this still seems like only a silly word change, try this one out for yourself:

“I have to go to work tomorrow” versus “I get to go to work tomorrow.”

Which one is more positive? When you have to go to work, you dread it. When you get to go to work, you are reminded that you were chosen for your job over others who did not get the job. You have students who need you and an administrator that trusted their care to your capable hands. You are fortunate to have a job where you can use your skills in an impactful way. Not everyone is that fortunate.

Effective teacher language is often just a matter of paying attention to the words you choose. Once you are aware of the power of this language substitution you will catch yourself and others when they say they “have to” do something versus when they “get to” do something. You will be amazed by how quickly this transforms the conversations you have with learners and with other adults.

You don’t “have to” try this out, but we certainly hope you “get to.”

Our best,

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A Quick Teacher and Student Self-Assessment

September 11, 2018 by Inspired Together Teachers Leave a Comment

Once school has been in session for a few weeks, it is a good idea to do a quick self-assessment to get a general idea of how things are going in your class. Getting information about your strengths and challenges as well as the progress of your class can allow you to make changes early in the school year, before more formal assessments such as a teacher observations or student report cards.

The assessment doesn’t have to be long or complicated. We like to keep it simple.

Take a few minutes to ask yourself the following questions:

What are some things I have done well in the first weeks of school?

What are some things I tried that did not go well?

What are some things I want to improve?

How could I better meet the needs of my students? What resources or help from others would allow me to improve?

Which students are doing positive things? How have I acknowledged their positive contributions?

Which students are struggling? Have I conferenced with these students? What plans do I have to help them succeed?

We also like to get student feedback on how well they think they are doing. Pass out an index card or use an exit slip to ask the students the following questions. You can adapt the questions slightly for the age of the students you teach.

How well do you think you are learning in this class?

How would you describe the effort you put into learning in this class?

What could you do to learn more?

How could your teacher help you to learn more?

What else would you like me to know about this class so far?

These self-assessments don’t have to take a lot of time but the insights may be very helpful to you as you make future plans for your classroom.

You may also be interested in these related posts:

Your Teaching Progress Report: 12 Things You are Probably Doing Well

8 Questions that Will Make You a Better Teacher

To the Young Teacher With Stars in Your Eyes

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Do you want to get a copy of our favorite lesson plan template? This template will lead you lesson planning that is engaging and inspires students to learn.

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5 Things English Language Learner (ELL) Teachers Want You to Know

February 20, 2018 by Inspired Together Teachers Leave a Comment

What are some things you need to know about teaching students whose first language is not English? Today we share part one of a two part series about successfully working with ELLs. We reached out to two teachers who specialize in teaching students who are learning English. They have some excellent suggestions to help you welcome English language learners into your classroom.

5 Things English Language Learner (ELL) Teachers Want You to Know

By Charissa McAuliff and Carolyn Wiezorek

Teachers of students for whom English is not their first language find themselves advocating for students and families in ways that extend beyond the school day and beyond the school walls. For many families, the ELL teacher is their connection to the new world. He/she holds powerful knowledge of how to successfully navigate the unpredictable new territory. We think administrators, classroom teachers, specialist teachers, paraprofessionals, office staff, custodians, lunch staff, and others, need to know a few things about English Language Learners in your schools and communities.

1.Parents of ELLs want what is best for their children. They may not know how to navigate the educational system or how to help their children. In addition, they may not have the language skills to express questions and/or concerns.

2. Countries within a given continent have unique cultures. While Koreans, Chinese, and Japanese hail from Asia, they may have few commonalities. In addition, many cultures exist within a given country. For example, Kenya has 42 tribes and each one practices different traditions and rituals. Having similar physical features does not translate to having the same culture. We cannot make assumptions.

3.English is challenging. There are more than 500 ways to represent the 44 phonemes (sounds). For example, the “k” sound could also be represented a “c” as in carrot, “ck” as in duck, “ch” as in anchor, or “que” as in mosquito. Even when decoding is mastered, new vocabulary, various word meanings, and figurative language stump even strong readers.

4.Your students may speak languages that are not Latin-based. Think about how difficult it would be for you to learn Russian, Japanese or another language that has a completely different set of symbols.

5.Lack of language is not a disability. While the language learners in your class may not be proficient and may score poorly on assessments, lack of language itself is not cause to entitle a student. With the right supports and learning experiences, most language learners will thrive. Also, ELLs often understand content concepts and possess many skills, but may not have the language skills to express understanding or the opportunity to demonstrate content-related skills. So, make sure to allow multiple opportunities for students to show what they know.

We thank you for welcoming and embracing English Language Learners in your schools and classrooms. Under the right conditions, all members of the school community benefit from the diversity and cultural richness each individual contributes.

Charissa McAuliff is an ELL teacher at Dubuque Community School District in Dubuque, Iowa. She emigrated from the Philippines 38 years ago. She has a degree in Family Life and Child Development from the University of the Philippines and a Master’s degree in Education from Clarke University. Charissa also has certificates in K-6 elementary education, K-8 reading, and K-12 ELL. Charissa was also a teacher at Fulton Elementary School in Dubuque for 17 years.

Charissa has two children and three grandchildren. When she is not teaching, she loves to read, garden and travel.

Dr. Carolyn Wiezorek is an Associate Professor of Education, at Clarke University in Dubuque, Iowa. She taught in K-12 education for 20 years. Dr. Wiezorek holds a doctorate in educational leadership and a master’s degree in gifted education from the University of Northern Iowa and a Bachelor of Arts degree in elementary education from the University of Iowa. In addition, she holds endorsements in elementary education, gifted and talented education, English as a second language, physical education, and administration.

Dr. Wiezorek works with school leaders and teachers, providing workshops on various educational topics. Her work has included international training in Combarbalá, Chile, where she served on a Rotary Training Team, and in rural areas of Kenya where she and team members planned and provided workshops for primary teachers in 2016 and 2017. She is currently working with administrators from Mount Kenya University on a leadership, entrepreneurship and development program and recently worked with a group of editors and writers to publish a book on the Kenyan education system. She has a passion for improving education and enjoys working with teachers and students.

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How do teachers benefit when they attend students’ extracurricular activities?

When you see students outside of the school day you get to see a different side of them.

Students love it when you are there to witness their shining moments.

You have the opportunity to interact with parents in a non-threatening and positive environment.

You build a positive rapport with students.

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