He goes on to assert that relationships are perhaps more important at the As we showed in Figure S1, strategies to develop positive teacher-student relations should be In addition, calling on all the students in your class—rather than a select Conversely, we give less time to students in whom we have little confidence. In the participating countries, an average of 89% of teachers in lower secondary . the relation between the support received and the level of participation .. number of days of development as those with less than a Bachelor's degree. A fundamental difference between mentoring and advising is more than advising; mentoring is a personal, as well as, professional relationship. .. However, keep in mind that this person might know less than you do about the needs of a.
Consult with the department chair, your own mentor, or others you trust. You might have to increase the mentor-student distance. Students, for their part, need to understand the professional pressures and time constraints faced by their mentors and not view them as merely a means-or impediment-to their goal. For many faculty, mentoring is not their primary responsibility; in fact, time spent with students can be time taken from their own research.
Students are obliged to recognize the multiple demands on a mentor's time. At the same time, effective mentoring need not always require large amounts of time. An experienced, perceptive mentor can provide great help in just a few minutes by mak- Page 5 Share Cite Suggested Citation: This section seeks to describe the mentoring relationship by listing several aspects of good mentoring practice.Teaching Isn't Always Roses - High School Teacher Vlog
A good mentor is a good listener. Hear exactly what the student is trying to tell you-without first interpreting or judging. Pay attention to the "subtext" and undertones of the student's words, including tone, attitude, and body language. When you think you have understood a point, it might be helpful to repeat it to the student and ask whether you have understood correctly.
Through careful listening, you convey your empathy for the student and your understanding of a student's challenges. When a student feels this empathy, the way is open for clear communication and more-effective mentoring. The amount of attention that a mentor gives will vary widely.
Developing Positive Teacher-Student Relations
A student who is doing well might require only "check-ins" or brief meetings. Another student might have continuing difficulties and require several formal meetings a week; one or two students might occupy most of an adviser's mentoring time. Try through regular contact-daily, if possible-to keep all your students on the "radar screen" to anticipate problems before they become serious. Don't assume that the only students who need help are those who ask for it.
Even a student who is doing well could need an occasional, serious conversation. One way to increase your awareness of important student issues and develop rapport is to work with student organizations and initiatives. This will also increase your accessibility to students. No mentor can know everything a given student might need to learn in order to succeed. Everyone benefits from multiple mentors of diverse talents, ages, and personalities. No one benefits when a mentor is too "possessive" of a student.
This helps build positive teacher-student relations. Tell Students They Have the Ability to Do Well Another way to communicate positive expectations to students is by directly telling them they have the ability to do well.
Chapter 1. Developing Positive Teacher-Student Relations
When you tell your students you have confidence that they can handle a difficult assignment or improve their behavior, you impart a very powerful message. Students often will work hard and behave appropriately to prove that your confidence in them is justified. Every child needs to have at least one significant adult in his or her life who believes that he or she can do well. Ideally, children would hear this from their parents, but the sad truth is that is not always the case.
Teachers have the unique opportunity and privilege to communicate daily to a number of students that they believe in them.
What a gift to be able to be that significant adult in even one student's life. Using this strategy might lead a teacher to say this to a student: You've been working very hard on remembering to write down your thinking as you solve math problems, and I know you can transfer that skill to this test.
I'll check back with you later. Once again, this is a positive relations strategy as well as an instructional strategy. You can also let students know that you have positive expectations for them by referring to past successes Kerman et al.
When you tell a student that you know he will behave appropriately at recess because he was successful yesterday, you help build confidence in the student and increase his chance for success. And after a student demonstrates good behavior or academic achievement in a specific situation, telling her you knew she would be successful Kerman et al.
Students need to know that their teachers respect them and have confidence in them. Using these different strategies to consistently communicate your positive expectations will work wonders.
We challenge you to begin using one or two of these strategies today to build high expectations and positive teacher-student relations.
Correcting Students in a Constructive Way Correcting and disciplining students for inappropriate behaviors is a necessary and important part of every teacher's job. However, it doesn't have to be a negative part of your job. In fact, you can actually build positive relationships when you correct students. If you don't believe this, think for just a minute about students you have had in the past who came back to school to visit you. Often it is the students who were the most challenging and with whom you had to spend the most time who continue to visit you over the years.
Nephi: An Ideal Teacher of Less-Than-Ideal Students | Religious Studies Center
This is due to the positive relationships you developed with them. The goal in correcting students should be to have them reflect on what they did, be sorry that they disappointed you, and make a better choice in the future.
I'm going to be sure I don't get caught next time. If you allow students to keep their dignity, you increase the chance that they will reflect on their behavior and choose their behaviors more wisely in the future. The correction process will be counterproductive if students are corrected in a manner that communicates bitterness, sarcasm, low expectations, or disgust.
The goal is to provide a quick, fair, and meaningful consequence while at the same time communicating that you care for and respect the student. Steps to Use When Correcting Students Review what happened Identify and accept the student's feelings Review alternative actions Explain the building policy as it applies to the situation Let the student know that all students are treated the same Invoke an immediate and meaningful consequence Let the student know you are disappointed that you have to invoke a consequence to his or her action Communicate an expectation that the student will do better in the future Imagine that Johnny hit Sam because Sam called his mother a name.
The Role of the Student: How well did Laman and Lemuel fulfill their roles as learners? Nephi had a drastically different student experience than his two brothers did.
Hearing the words of his father caused Nephi to magnify his role as a learner. A major key that unlocked his role as a learner was revealed in the next phrase of this verse: Another key was that he desired to know those same things for himself, from the same source from which his father had received them. But he was not content to sit idly and wait for revelation to come to him. By appropriately fulfilling his own role as a learner, he invited the Holy Spirit to fulfill his role as the ultimate teacher.
What about Laman and Lemuel as learners? How excited Nephi must have been returning to the tent of his father. Having cut themselves off from the Spirit as their guide, they were left with only a few alternatives: Unfortunately, they chose the third option. He gave one short line in verse 6 to hint that he was overwhelmed: And with that statement, Nephi began what would prove to be a mostly frustrating series of interactions with his brothers as their teacher.
Even though he was asking a question, Nephi was also teaching by example when he humbly acknowledged the true source of learning with his simple, faith-filled question. Therefore, he was hoping that his students had done that which continually came so instinctively to him. That answer exposed the major chasm between Nephi and his brothers as learners. Because of their lack of faith and action, Nephi could not use many of the more powerful teaching techniques that had been so effectively used on him by the Spirit and by the angel in his own learning.
We never find them reading from the scriptural record. And I did read many things unto them which were written in the books of Moses. These plates were written in Egyptian, while they spoke Hebrew see 1 Nephi 1: It is possible that Laman and Lemuel read the scriptures, but Nephi chose not to mention it. Another possible scenario is that Laman and Lemuel were capable but simply chose not to read the plates.
This would be similar to many people today who know how to read but choose not to spend any time in the scriptures for themselves. One more potential scenario is that Laman and Lemuel had never taken the time and effort to learn the language of scriptures.
Whatever the real situation was, it is apparent that Laman and Lemuel relied on Nephi to read and interpret the scriptures for them. Two additional factors later in the Nephite and Lamanite story may help inform us on this issue: The early Lamanites fulfill all of these results perfectly—they had many wars and serious contentions e.
If Laman and Lemuel had valued the words on the brass plates, they could have made their own copy of the record before Nephi left in 2 Nephi 5: Instead, their tradition was that Nephi had stolen the plates from them see Mosiah Based on many clues of how sluggishly Laman and Lemuel fulfilled their role as learners in most other settings, it would not be surprising to find that they had simply refused to put forth the effort to master the skill of reading scriptures and thus had to rely on Nephi and Lehi to read from the plates for them.
A lack of scriptural literacy would greatly affect their ability to learn and would help explain more clearly why Nephi chose to read and tell them so much rather than let them participate and discover more truths for themselves.
He and his heavenly teachers effectively used various levels of questioning to help him discover or understand many eternal truths. As a teacher of Laman and Lemuel, however, Nephi rarely chose to repeat this collaborative pattern.
In 1 Nephi Nephi hinted that his initial speech was much longer than the twelve verses we have in the record. Thankfully, even with students who struggle, an inspired teacher like Nephi can still have a positive impact.