provide a one paragraph reflection of what you learned from the simulation that isconnected to, builds on and/or challenges one of the Top 20 Principles from Psychology for Pre-K-12 Teaching and Learning. Be sure to connect your reflection to concepts or theories from the book or another reputable source as well. Was there something that surprised you about the feedback you received in response to your answers? Is there something you realized you need to learn more about in order to handle this situation in a real time environment?

Background

A significant body of research indicates that student academic achievement and behavior are influenced by the quality of teacherstudent relationships. Students state they prefer teachers who are warm, believe in students ability to learn, take time to know their students, make learning interesting and enjoyable, and set limits and creating a safe environment without being rigid or threatening.

Situation

You know the class with whom you will be working this year has in the past struggled to respond well to teacher direction and a number of students seem to have a rather negative attitude about school. Several teachers who taught these students last year have expressed that a number of students were not particularly respectful to adults, including the teacher.You wonder what you can do to enhance the quality of your relationship with all students in your classroom. What do you do?

YOU CHOSE OPTION3

You decide to take part in the acquaintance activities you have planned to assist the class in getting to know each other.

Mentor Feedback

It is highly appropriate and desirable for a teacher to take part in acquaintance activities in which students are asked to participate. Teachers are part of the classroom community and should be able to engage in many of the activities in which students are involved. Just as you may effectively model the joy of reading by reading while students are assigned time to read, you can join them in getting to know each other. This shows you are part of the classroom community and are not aloof from the more personal, communitybuilding aspect of the classroom. The real issue is that the teacher is seen as an adult who is willing to be caring, wants to know each student, believes every student can learn and is committed to their learning, and is responsible for ensuring that the classroom is a safe and positive learning environment.

Situation

You have taken part in classroom teambuilding activities and believe your students enjoy having you as their teacher. You know, however, that there is much more you can do to ensure that students know you care about and respect them and will support their learning. You decide to explore some additional options. What do you do?

YOU CHOSE OPTION1

You decide it is important for you to be viewed as part of the community and someone who is interested in students lives outside the classroom. You find opportunities to take part in community events and to attend activities such as sporting events, music performances, cultural events etc. in which your students are active.

Mentor Feedback

This is an excellent professional decision. Children and their families are appreciative of and impressed with educators who are interested in the community in which the families live, and particularly those activities in which their children are involved. Time spent at activities in which your students are engaged is not only enjoyable, it sends a message to the students and their caregivers that you care about them as individuals. You may also wish to consider the other two options in this section.

Situation

You are pleased you have gotten to know many of the students parents/guardians, and you believe both they and their children know you care about your students and are sincerely interested in their lives both inside and outside of school. You still believe you are having less than ideal teacherstudent interaction with a few of your students and you wonder what else you could do. What do you do?

YOU CHOSE OPTION2

You wish to consider whether your interactions with students are culturally sensitive.

Mentor Feedback

It is impossible to understand each unique aspect of communication utilized within the cultural group of every student you teach. Many teachers work in schools with well over 36 languages spoken (for example, there are over 160 languages spoken in the Portland, Oregon public schools). Therefore any brief response such as this section can only highlight the importance of learning about the cultural and communication style of your own students. It is certainly important that teachers develop an understanding of the immigrant experience in generaland in particular about how the experience of being an immigrant relates to the schooling of language minority students. Please click here to find further information on culturally sensitive communication. You may also wish to review the first option.

Situation

You have worked hard to improve your relationships with the few students with whom you have yet to connect effectively. You wonder, however, if there are additional steps you can take to use your interactions with students to enhance students motivation to learn and positive classroom behavior. What do you do?

YOU CHOSE OPTION1

You decide to examine the extent to which you are communicating appropriately high expectations to all students. You decide to review the literature in this area and analyze your interactions with students in light of what you find.

Mentor Feedback

This is a thoughtful decision. While there are many factors influencing students motivation to learn, research suggests teacher expectations do have a self-fulfilling-prophecy effect that may have a 5 to 10 percent impact on student achievement. Research indicates teachers generally respond more favorably to students they perceive as high achievers. High achievers receive more response opportunities, are given more time to answer questions, receive more positive, nonverbal feedback such as smiles, nods, and winks, and are less likely to be ignored. Please click here to find further information on methods for communicating positive expectations to all students. You may also want to explore the other two options in this section.