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TEACHER-STUDENT RELATIONSHIPS (Specific behaviors that communicate an…
TEACHER-STUDENT RELATIONSHIPS
Specific techniques for appropriate application of level of dominance
Exhibiting assertive behavior
assertive body language
tone of voice
Persisitence until desired behavior is displayed
Establishing clear learning goals
at the beginning of unit or instruction
providing feedback
continuous and systematic revisiting of goals
providing summative feedback regarding the goals
Specific behaviors that communicate an appropriate level of communication
Providing Flexible learning goals
Taking a personal interest in students
talking informally with students about their interests
greeting students outside of school
singling out a few students and talking to them
being aware and commenting on important events on students' lives
complimenting students on important achievements
meeting students at the door as they come into class
Using equitable and positive classroom behaviors
eye contract and free movement
clear and easy access for students to move around the room; being close to students
attributing ownership of ideas to students who initiated them
allowing and encouraging all students to be part of class interaction
providing appropriate wait time for all students
Responding appropriately to students' incorrect responses
emphasizing what was right
encouraging collaboration
restating the question
rephrasing the question
giving hints or cues
providing the answer and asking for elaboration
respecting the student's option to pass, when appropriate