Building+Positive+and+Inclusive+Relationships

Building Positive and Inclusive Relationships
One of the most effective strategies of a positive and inclusive classroom is //building relationships// -relationships with your students, other students in the school, parents, co-workers, executive staff, and of course, people in the community. It doesn't matter what level you are teaching, relationships with all students need to be positive and inclusive!! Bill Rogers (2011) speaks about positive relationship with teachers being remembered much more than the content being taught - we need to be aware of the type of impression we are leaving with our students.

When we are teachers (pre-service or in-service) we are an example to others in the community of a 'professional' - //what kind// of example is up to us. Do we appear in a positive light with our colleagues, peers, students, parents and the wider community? The way we accept and treat others is on show therefore the way we live our lives should 'model' what a good citizen looks like!!

Make sure you are aware of situations that may occur in your classroom and be //proactive// in establishing routines and rules, letting your students know what is expected of them so that you avoid becoming //reactive// when a situation arises (Dempsey & Arthur-Kelly 2007).


 * Teacher-student**

To build positive relationships with students the establishment stage is the most important! Teachers need to build these positive relationships both with the class and student individuals (Rogers, 2011).

“Positive student-staff rapport is perhaps one of the most valuable tools that any teacher can have. Without it, any kind of behaviour management intervention or system becomes much harder to achieve” Leaman (2009 p. 18).

If a student senses that you //like// and/or respect them they will be inclined to co-operate and cause little disruption within the classroom environment. If students sense that you //dislike// them, this will result in difficulties within the classroom e.g. misbehaviour and lack of co-operation.

Bill Rogers reminds us that it is the positive relationships we have //with// teachers that makes them memorable - not necessarily the subject they have taught but rather, the ability of the teacher to empathise with the students.


 * Student-student**

While many students may have difficulty in establishing participation in a social setting, this is especially significant for students with diverse needs. Steve Chinn (2010) suggests these strategies to help increase the social interaction for these students:

- use group work with personally selected students - encourage the student with social difficulties to look out for younger students in an area where they are confident - arrange buddies - not always the same ones - practice appropriate communication strategies with the student - use circle time to work on communication issues - encourage positive interaction with others by using reinforcement strategies

To encourage students to look at their similarities rather than their differences you could introduce the 'Line Game' (Gruwell, 2006) with the idea taken from the Freedom Writers movie that deals with issues of segregation and prejudice in a school setting. [] By using this game you can introduce the idea that even though someone may have a disability, they may also have many things in common with others - I think it could be very inclusive!!


 * Teacher-parent-student**

Children have the strongest relationship with their parents/family, so it makes sense to seek their support in the students educational needs (Foreman, 2008). Communication with parents is the key to maintaining a working, beneficial relationship for all concerned mainly because of the following reasons adaped from Porter 2000, p.20 (Foreman p.239). - learning occurs more in the home - involvement of parents helps promote attitude of learning - helps provide communication between home and school - parental help is beneficial to the school environment - each are more openly accountable to each other


 * Teacher-teacher**

The ability to share with colleges and receive support in a 'non-blaming' 'non-judgemental' way leads to the teachers 'basic human needs' being met along with their professional needs (Rogers, 2011). Rogers also states that this support reduces the likelihood of feeling alone and helpless by providing an understanding ear, a quiet de-brief of concerns and worries by someone who understands how you are feeling - they can offer encouragement and reassurance. The role of other teachers is two-sided, you will be of comfort and support to someone just as others will be for you. It is important to have a school atmosphere of collaboration where all feel supported in a common goal (Rogers).

References:

Chinn, S. (2010) //Addressing the Unproductive Classroom Behaviours of Students with Special Needs//. Jessica Kingsley Publishers, 116 Pentonville road London N1 9JB, UK

Dempsey, I., & Arthur-Kelly, M., (2007). //Maximising Learning Outcomes in Diverse Classrooms// South Melbourne, Victoria, Australia 3205

Foreman, P. (2008). //Inclusion in Action. Second Edition//. Melbourne, Australia; Cengage Learning Australia Pty Ltd.

Gruwell, E. (2006). //The Freedom Writers Diary Teacher’s Guide by The Freedom Writers Foundation. © 2006 Erin Gruwell and The Freedom Writers Foundation.// The Line Game. Broadway Books ISBN: 0-7679-2696-X | EAN/ISBN-13: 978-07679-2696-6 Canada

Leaman, L. (2009). //Managing Very Challenging Behaviour.////2nd Edition//. New York, New York; Continuum International Publishing Group.

Loreman, T., Deppeler, J. & Harvey, D. (2005). //Inclusive Education. A practical guide to supporting diversity in the classroom.// Crows Nest, Australia; Allen & Unwin.

Rogers, B. (2011). //Classroom Behaviour A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support//. 3rd edn. London: Sage (pp 38-39)