Initial Post: After reading Chapter 3 of your text, the Tips for Developing Positive Teacher Student Relationships article, and the Reciprocal Relationships article

• Discuss one or more strategies you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.). Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.
• Reflect on the reading, “Tips for Developing Positive Teacher Student Relationships.” Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.
• Reflect on the reading, “Reciprocal Relationships.” Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.
• Discuss one or more strategies you can use to prepare your classroom to represent the students, such as through a family bulletin board or a community college. Support your strategies with the text and at least one scholarly resource.Discussion 1

  An important step in preparing our classrooms and curriculum is getting to know our students as individuals and building a relationship that is reciprocal and characterized by trust. Jaruszewicz (2013) discusses the importance of building individual connections, stating that

  Building trust requires connecting with each child on a personal level, so that they know you care about them and what happens to them, are curious about what they think, and firm with them when they need guidance. These things give children the emotional security they need to share with you their impressions, confidences, questions, and fears—information you can use to develop, adapt, and personalize whatever curriculum you use to best represent what your children know and do. (Jaruszewicz, 2013, section 3.3, para. 32)

  Notice how Jaruszewicz emphasizes that knowing the students as individuals allows for designing individualized curriculum which is more aligned with their needs. In this discussion, we explore the importance of building trust with students to gain insights into how to best meet their needs in an education environment. Initial Post: After reading Chapter 3 of your text, the  Tips for Developing Positive Teacher Student Relationships  article, and the  Reciprocal Relationships  article

  · Discuss one or more strategies you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.). Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.

  · Reflect on the reading, “ Tips for Developing Positive Teacher Student Relationships .” Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.

  · Reflect on the reading, “ Reciprocal Relationships .” Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.

  · Discuss one or more strategies you can use to prepare your classroom to represent the students, such as through a family bulletin board or a community college. Support your strategies with the text and at least one scholarly resource.

   

   

  The best teachers are capable of maximizing the learning potential of every  student  in their class. They understand that the key to unlocking student potential is by developing positive, respectful relationships with their students beginning on the first day of the school year. Building a trusting relationship with your students can be both challenging and time consuming.  Great teachers  become masters at it in time. They will tell you that developing solid relationships with your students is paramount in fostering  academic success .

  It is essential that you earn your students’ trust early on in the year. A trusting classroom with mutual respect is a thriving classroom complete with active, engaging learning opportunities. Some teachers are more natural at building and sustaining positive relationships with their students than others. However, most teachers can overcome a deficiency in this area by implementing a few simple strategies into their classroom on a daily basis.

  · Provide Structure – Most kids respond positively to having  structure in their classroom . It makes them feel safe and leads to increased learning. Teachers who lack structure not only lose valuable instructional time but often never gain the respect of their students. It is essential that teachers set the tone early by establishing clear expectations and practicing class procedures. It is equally critical that students see that you follow through when boundaries are overstepped. Finally, a structured classroom is one with minimal downtime. Each day should be loaded with engaging learning activities with little to no downtime.

  · Teach with Enthusiasm and Passion – Students will respond positively when a teacher is enthusiastic and passionate about the content they are teaching. Excitement is contagious! When a teacher introduces new content enthusiastically, students will buy in. They will get just as excited as the teacher, thus translating to increased learning. Exuberance will rub off on the students in your classroom when you are passionate about the content you teach. If you are not excited, why should your students be excited?

  · Have a Positive Attitude – Everyone has terrible days including teachers. We all go through personal trials that can be difficult to handle. It is essential that your personal issues do not interfere with your ability to teach. Teachers should approach their class each day with a positive attitude. Positivity is transcending. If the teacher is positive, the students will generally be positive. Who likes to be around someone that is always negative? Students will in time have resentment for a teacher who is always negative. However, they will run through a wall for a teacher is positive and continuously offering praise.

  · Incorporate Humor into Lessons – Teaching and learning should not be boring. Most people love to laugh. Teachers should incorporate humor into their daily lessons. This may be sharing an appropriate joke related to the content you will be teaching that day. It may be getting into character and donning a silly costume for a lesson. It may be laughing at yourself when you make a silly mistake. Humor comes in several forms and students will respond to it. They will enjoy coming to your class because they love to laugh and learn.

  · Make Learning Fun  – Learning should be fun and exciting. Nobody wants to spend time in a classroom where lecturing and note-taking are the norms. Students love creative, engaging lessons that grab their attention and allow them to take ownership in the learning process. Students enjoy hands-on,  kinesthetic learning  activities where they can learn by doing. They are enthusiastic about technology-based lessons that are both active and visual. Students love teachers who incorporate creative, fun, engaging activities into their daily classroom.

  · Use Student Interests to Your Advantage – Every student has a passion for something. Teachers should use these interests and passions to their advantage by incorporating them into their lessons.  Student surveys  are a fantastic way to measure these interests. Once you know what your class is interested in, you have to find creative ways to integrate them into your lessons. Teachers who take the time to do this will see increased participation, higher involvement, and an overall increase in learning. Students will appreciate the extra effort you have made to include their interest in the learning process.

  · Incorporate Story Telling into Lessons – Everyone loves a compelling story. Stories allow students to make real-life connections to the concepts that you are learning. Telling stories to introduce or reinforce concepts bring those concepts to life. It takes the monotony out of  learning rote facts . It keeps students interested in learning. It is especially powerful when you can tell a personal story related to a concept being taught. A good story will allow students to make connections that they may not have made otherwise.

  · Show an Interest in Their Lives Outside of School – It is necessary to understand that your students have lives away from your classroom. Talk to them about their interests and extracurricular activities  that they participate in. Take an interest in their interests even if you do not share the same passion. Attend a few ball games or extracurricular activities to show your support. Encourage your students to take their passions and interests and to turn them into a career. Finally, be considerate when  assigning homework . Think about the extra-curricular activities occurring on that particular day and try not to overburden your students.

  · Treat Them With Respect – Your students will never respect you if you do not respect them. You should never yell, use sarcasm, single a student out, or attempt to embarrass them. Those things will lead to a loss of respect from the entire class. Teachers should handle situations professionally. You should deal with problems individually, in a respectful, yet direct and authoritative manner. Teachers must treat each student the same. You cannot play favorites. The same set of rules must apply to all students. It is also vital that a teacher is fair and consistent when dealing with students.

  · Go the Extra Mile – Some students need teachers who will go that extra mile to ensure that they are successful. Some teachers provide extra tutoring on their own time before and/or after school for  struggling students . They put together extra work packets,  communicate with parents  more frequently, and take a genuine interest in the well-being of the student. Going the extra mile may mean donating clothing, shoes, food, or other household goods that a family needs to survive. It may be continuing to work with a student even after they are no longer in your classroom. It is about recognizing and assisting in meeting student needs inside and outside of the classroom.

   

   

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  Reciprocal Relationships

   

  Principles of Effective Practice

  Principle 3: Programs and teachers engage families in ways that are truly reciprocal What it means : Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and instructional practices. Programs help families share their unique knowledge and skills and encourage active participation in the life of the school. Programs that effectively engage families invite them to apply their knowledge and skills to classroom projects and school-wide events. Two of the 15 recognized programs are parent co-ops (Rainbow School and Sunnyside Child Care Center at Smith) in which families are truly essential to program operation. However, every participating program has created a culture in which families regularly share their talents. They use methods such as the following. Gathering Information. Programs actively seek information about the families they serve to build relationships with and among families. At enrollment or when entering a new classroom, parents complete getting-to-know-you forms and/or inventories of their skills, interests, and talents. Staff members then use this information about the children’s lives, families, and communities to enhance the curriculum and to identify opportunities for parent participation. Other ways to get to know families include · publishing a family directory at the beginning of the year to help families learn one another’s names and to encourage parents to connect with each other outside of school for play dates and birthday parties. · implementing classroom switch days. According to Jim Clay, director of  School for Friends , “Teachers find these days so valuable to get to know the children in another classroom, exchange ideas with other teachers, and visit with children they have taught in the past or with children they will teach in the future.” Teachers also get to know other families or see familiar families again during drop-off and pickup times. Providing Information. Offering a list of tasks, ideas, and opportunities is another way to guide and encourage families to participate in the program. Thoughtful staff efforts ensure that family skills and talents are well matched with the program’s needs. For example, when it is time to plant a garden, a program can call on parents with knowledge about plants. Programs can also build relationships by sharing information about staff with families. Some ways programs accomplish this include · posting staff photographs and brief biographies on websites or bulletin boards · providing staff updates (new hires, departures, marriages, births, degrees obtained, trainings attended, vacation dates, substitutes, and so forth) in newsletters All of this information supports an active and engaging program that includes structured and unstructured, formal and informal participation in the curriculum and social events. Structured Family Participation. Some programs invite families to share their culture, skills, and talents through more structured events. The Family of the Week activity at  School for Friends integrates information about families’ lives and communities into the classroom schedule and environment (for example, through books, toys, and dramatic play). Grandparent/Grandfriend Day at Montgomery County Community College Children’s Center  and Grandfolks’ and Special Friends’ Day at  The Family Schools strengthen connections between generations as well as between the families and program. Grandparents sometimes plan their schedules so they can attend these special days. It’s important to note that some programs and families prefer structured activities, while others are more comfortable with informal and social activities. Social Events. Each program hosts a variety of events to bring families together including · regular potluck meals · sing-alongs · festivals and celebrations, often incorporating families’ cultural heritage · family fun nights · parent coffees · Week of the Young Child™ events · community days/open houses It is more important for programs to provide activities for families than to fret over what those activities should be. Given a variety of opportunities—formal and informal, curriculum related or purely social—families are likely to participate. As Diane Bellem, vice president of the Georgia Training Institute, which is part of  Sheltering Arms , explains, “By having a number of activities, both simple and elaborate, parents have multiple opportunities to contribute.”     Developed for NAEYC’s Engaging Diverse Families Project through a generous grant from the Picower Foundation. © National Association for the Education of Young Children.

Heinz’s dilemma is a frequently used example in many ethics and morality classes. One well-known version of the dilemma, used in Lawrence Kohlberg’s stages of moral development, is stated as follows:

A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s laboratory to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?

Heinz dilemma. (2015, February 12). In Wikipedia, The Free Encyclopedia. Retrieved 17:23, February 25, 2015, from http://en.wikipedia.org/w/index.php?title=Heinz_dilemma&oldid=646764520

Theresa, Jose, and Darnell all have different opinions about the best option in the Heinz dilemma.

Theresa agrees with option 1: Heinz should steal the drug and not go to prison, because this is unfair.

Jose agrees with option 2: Heinz should not steal the drug because he would be breaking the law.

Darnell agrees with option 3: Heinz should steal the drug and accept any prison sentence.

Write a justification for all 3 possibilities in the Heinz Dilemma.  This will require you to take 3 different perspectives on the dilemma, including ones that you may not personally agree with. For each possibility, include these points:

• Why would a person believe this is the right option?
• What age do you think this person might be?
• What kinds of problems and successes is a person with this point of view likely to encounter during their lives?

Requirements:

Present strong arguments for each point of view, using a minimum of 500 words total, and using at least 2 resources to support your arguments.

	Possible points	Student points
You presented a strong case for all 3 possibilities.	30
You demonstrated an understanding of the complexities of moral reasoning.	30
Your essay was at least 500 words long.	20
You used at least 2 resources to support your arguments, citing them using APA formatting.	10
Your work was free of spelling and grammar errors.	10
Total	100