Unit 3: Supportive Environments and Supportive Relationships.
- Attachment is a basic need among youth and a prerequisite for independent and exploratory behaviour.
- Creating attachment with students requires sensitivity, attenitveness and consistency.
- Youth with troubled attachment relations tend to have problems with emotional regulation, expect hostility from adults and protect themselves from the hostility they expect with disengagement and/or disruptive behaviour.
- "Teachers communicate caring for students by being well prepared for class, showing their “real” self, and holding high expectations for students (Davis 2003)" (Bergin & Bergin, 2009, p. 154 ).
Practical Activites and Recommendations.
Recommendations 1 (From Slides):
- Make time for positive interactions with students (inside and outside the classroom)
- Be prepared for class
- Have high expectations for students
- Provide choice
- Promote a respectful classroom climate
- Teach/model how to interact positively with others
Recommendations 2 (From Video):
- Mistakes happen, do apologize when you make a mistake. It is not only careless teachers who make mistakes, sometimes caring teachers make mistakes too; but students do see the difference.
- "Students cannot learn from teachers they do not like", make the effort to develop connections with your students.
Recommendations 3 and 4 (From classroom discussions):
- Be altruistic, do good things for your students without expecting things in return.
- Reciprocate. When students open up and share their vulnerabilities, open up and share your vulnerabilities (by using a developmentally appropriate language). Fake sympathy and pity destroy caring relationships.
Activity 1 (We did in class):
- Have students write questions/comments about a lesson. You then compile questions/comments into lists and divide the classroom into separate groups and have each group discuss one list of questions/comments.
- Benefits: Creating learning community (This activity seems to be more related to the previous class topic).
Activity 2 (Reading A):
- Collaboratively/inductively create class rules and collaboratively articulate the consequences of misbehaviour/disruptive behaviour.
- "Use induction rather than coercive discipline. Induction involves explaining the reason for rules and pointing out the consequences of breaking rules. Coercive discipline involves using threats, imposing the teacher’s superior power, and taking advantage of the teacher’s ability to control resources like recess time, grades, or detentions. Coercion interferes with caring relationships (Noddings 1992)" (p. 159).
Recommendation 5 (Reading A):
- On some days, allocate 5 to 15 minutes of your time to one student who might benefit from your undivided attention (if you think this will have a positive impact on your relationship with him or her).
- "Pianta (1999) describes an intervention he refers to as “banking time” because the teacher “saves up” positive experiences in relationship “capital” that can later be “drawn upon.” For 5 to 15 min each day, the teacher gives the child undivided attention and follows the child’s lead in whatever activity the child chooses" (p. 159).
Recommendation 6 (Reading B):
- "Notice when the student comes in more quietly than usual from recess and take a moment to ask how she's doing" (p. 68). This practice sends the following message to the student: 'I can read your signals and will respond to them' (p. 68).