Relationships


 * 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. http://www.youtube.com/watch?v=eYYf-mUmPqI 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).