Academic EssayAnalyse the video entitled Maintaining Classroom Discipline Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. Classroom management is a major concern of beginning teachers because as a teacher, you have a desire to promote and maintain a learning environment in which students can learn effectively. One way that this may be achieved is by establishing good rapport with students and maintaining order in the class, which requires you to understand the characteristics and behaviours of students. A great deal can be learnt through experience and understanding the fundamental causes of disciplinary problems. Some knowledge about discipline models and best practices may also help to reduce the uneasiness of beginning teachers. Good classroom management has discipline at its core. The dictionary defines discipline as control gained by enforcing obedience or order and as to punish or penalize for the sake of discipline. Teaching shows the interesting link between instruction and discipline as two sides of the same coins. A well-managed classroom doesn't just appear out of nowhere. It takes a good deal of effort to create and the person who is most responsible for creating it is the teacher. There are good and bad methods of disciplining inappropriate classroom behavior. This was a very well made instructional movie for teachers. The opening messages are exactly what the best research on classroom behaviour tells us the vast majority of behaviour problems in the classroom involve minor breaches of discipline. These incidents originate in the classroom situation itself and are within the control of the teacher. Disciplinary problems in the classroom are symptoms of underlying weaknesses in total learning situation. This 13 minute film clip, produced for teachers and teachers in training, shows a teacher, Mr. Grimes interacting poorly, and then more effectively, with a high school mathematics class. The impact of the teacher's behaviour upon the class is demonstrated. There are two parts of teaching approach that showed in a video. From the video, it shows that Mr Grimes is interacting by turns both poorly and effectively with his high-school mathematics class. The aim is to show trainees clearly the impact of the teachers behaviour on children. In my opinion, based on the video entitled Maintaining Classroom Discipline that I had watched, the first teaching approach is less effective while the strategy used in video 2 is the best approach. In video 1, Mr. Grimes did not manage his classroom well as it did not show high effectiveness in classroom management but poor classroom management. The students start rebelled in the classroom and he could not manage his classroom discipline well. The examples of poor classroom management such as publicly berating pupils, involving much scolding and nagging, poor classroom awareness and overly aggressive approach to demonstrating authority and overuse of sanctions are shown in the video. Besides that, from the video, we can see know that e discouraged his students by verbally saying about the students performance in their exam such as low grades on your weekly mathematics test, more than half of you fail and those who pass just got by, and this is the poorest class I have in a long long time. Mr. Grimes blamed it on the students attitude by saying that they did not paying attention in the class. Teacher blame poor student performance on student behaviour, He should try to understand his students problem and motivate them rather than berating them. From the video, we can see that the students are discouraged too as a boy said that he might as well quit and there was a girl who doesnt see the point of taking courses as she afraid that her parents seeing her test paper. Another thing is he ordered one of the students to leave the classroom because the students tried to imitate the way he scolded the class. He did not give the student any chance to explain yet he asked the student to leave the class and go to the principals office. He is very provocative too. He was letting the whole class detention for 45 minutes even though just one student farted and the rest laughed. Besides that, he needed to know that the punishment was a dangerous weapon and does not work too well. In addition, the students pay prank on him to get him annoyed and the teacher gave them detention for what they had done. His way to handle this thing is harsh. He even wanted the student to leave the class and come back to the class when he was ready to apologise to him. He should think of how to solve the problem rather than giving punishments to the students. So, from the video, we can see that Mr. Grimes was using the wrong delivery method. The lesson was very boring and he had no sense of humour at all. So, I want to conclude by saying that the first method of intimidating children is obviously not a productive method. By contrasting methods of handling the same class, techniques are shown for securing class discipline and stimulating the interest of students. From the video 2, we can know that it was the best approach if compared with the first one as well as more positive approaches where Mr. Grimes is more humane and supportive and has better interpersonal skills. Subsequently, we see the same teacher showing a more effective repertoire of interpersonal skills. Minor transgressions are dealt with but a sense of humour and greater warmth are now evident. He gives examples to the students so that they can understand better. In order to make the learning more meaningful, he related the lesson with the students daily life. Besides that, the students are willingly to response to his questions. He did explain the calculation of the ratio to the students. He also explained the students mistakes to them in order to make them realise. The way Mr. Grimes explained made everything seem easier so that they did not burdened by the subject. Moreover, he was not only talk in verbally but he did write it out in the blackboard. He did not behave strictly as we saw in video 2 but he was friendly with his students. Apart from that, from the video, when teacher leave the class for a while, the student went up and tried to throw the duster to the back. When the teacher saw his behaviour, he did not angry him in front of everyone but he used a humourous way to approach them. Another case is when having student misbehaviour in the classroom, he deflect misbehaviour with a sense of humour. So, from this video, we can see that classroom control and learning efficiency are products of teaching. Learning must be made meaningful. A friendly attitude and splinkling of humour go along to a long way to have a collaboration of the class. For respect, it was a more desirable behaviour than fear. The mutual understanding between the teacher and the students will help to decrease the disciplinary problem. From video 1, Mr. Grimes did not manage his classroom well as the strategy that used by Mr. Grimes was less effective in classroom management. According to the Canter, teachers must continually model through their own behavior the kind of trust and respect for students that they want students to show toward others. A good discipline plan, built upon trust and respect, is necessary for helping students. From the video, we can see that Mr. Grimes showed no respect by publicly berating pupils, scolding and nagging. Besides that, Canter suggests that a classroom discipline plan allows the teachers to clarify behaviours which are expected by from the students. The purpose of the plan is to establish an orderly and conducive classroom in which all students can learn and benefit. The plan consists of three parts: a set of rules that students are expected to follow at all times is formulated, those who follow the rules will receive positive recognition and those who do not will face the consequences. The teacher will not tolerate deviant behaviour. There is no excuses and teachers are consistent in the treatment of discipline. In this video, the punishments were the consequences of misbehaviours in the classroom. He also punished the students by letting the students to stay late in the class for 45 minutes. Moreover, the teacher gave them detention for what they had done.. If there is misbehaviour, a detention would be given. If the behaviour continues, then two detentions would be given. If the student fails to attend detentions or if behaviour continues then the student would be referred to the deputy head. There are 3 ways to respond to students action in the classroom in one of three ways: nonassertive, aggressive and assertive. Canter suggests the best approach would be assertive style because it can create a positive relationship between you and your students. But in this, non-assertive and aggressive are shown clearly in this video. In this video, nonassertive are shown when the teacher fail to clearly let his students know how he wants them to behave and what he will not accept, he will be exhibiting a nonassertive approach to discipline. For example, he ordered one of the students to leave the classroom because the students tried to imitate the way he scolded the class. He should let the students know that he did not like the way he did by talking in gentle way but not scolding and giving punishment. He did not give the student any chance to explain yet he asked the student to leave the class and go to the principals office. The way he behaved will create a free-for-all environment in the classroom and it will not be conducive for learning to take place. Another example is he discouraged his students by verbally saying about the students performance in their exam such as low grades on your weekly mathematics test, more than half of you fail and those who pass just got by, and the others. Mr. Grimes blamed it on the students attitude by saying that they did not paying attention in the class. By the way, he can accomplish this by reaching out to those students, learning about their needs, interacting with them personally, and showing a constant willingness to help but not berating them. Aggressive was shown by the Mr. Grimes as he lose the temper and address the students in abusive way, the teacher will be exhibiting the aggressive approach to discipline. This approach will dampen the enthusiasm to learn. In the film, the teacher's aggressive and unsympathetic manner provokes sulky resentment and indirect challenges such as dropping a book onto the floor when the teacher's back is turned or mimicking his words when he leaves the room. For example, in the film we can see that he ordered one of the students to leave the classroom because the students tried to imitate him in front of the class. He wanted the misbehaviour student to leave the class and come back to the class when he was ready to apologise to him. Therefore, when they did something wrong, the teacher should reason out whats wrong with them and try to make them understand what they did was bad. Punishment should never be used in the classroom. Punishment is just a way for teachers to get back at students and show them who is boss, and is usually humiliating to the student and it has many bad side effects and therefore should be supplanted with logical consequences agreed to by the class. As a teacher, we should avoid using this approach as well. On the other hand, strategy used in video 2 is the best approach. According to Ginott, learning always takes place in the present tense, meaning teachers must not prejudge students or hold grudges. Teachers should always endeavor to use congruent communication, which is communication that is harmonious with students' feelings about situations and themselves. For example, when having student misbehaviour in the classroom, M. Grimes deflected misbehaviour with a sense of humour. The cardinal principle of congruent communication is that it addresses situations. It never addresses students' character or personality. Teachers at their best, using congruent communication, do not preach or moralize, nor impose guilt or demand promises. Instead, they confer dignity on their students by treating them as social equals capable of making good decisions. In order for teachers to make a positive impact, Ginott stated that the teacher must model communication that is congruent with students emotions and surroundings. The teacher must include cooperative learning and it is important to use discipline in place of punishment. Punishment should never be used in classroom. For example, from the video, when teacher leave the class for a while, the student went up and tried to throw the duster to the back. When the teacher saw his behaviour, he did not angry him in front of everyone but he used a humourous way to approach them. In this way, students will feel guilty and he knows his mistake instead of helping to create a positive classroom environment. In this case, teacher can form better relationships with their students. Ginott believed in showing children compassion for their feelings while at the same time establishing boundaries for their behavior. He believed in mutual respect too. Besides that, Mr. Grimes discipline management strategy in video 2 was suitable to be used in Malaysian classroom. In Malaysian primary classroom, there are many different backgrounds and races of the students. Teacher should never take sides but should be justice to them. Teacher should show mutual respect to the students no matter what backgrounds and races they are. In the classroom, teachers can use Ginott's theories by giving students an opportunity to express their feelings before discussing disciplinary actions. Effective learning process occurred when both teachers and students interact and participate in the learning activities. Participatory type of learning process will encourage mutual exchange of information, stimulate interest as well as recognition of respect among the teachers and students. In allowing students to express their feeling they feel respected, and will, hopefully, give that respect back. When teachers are disciplining students they should never dwell on the past, but rather just the event that has happened which needs disciplining. Do not ever try to dwell on the past and link every incident together. It is unfair to the students. Do not belittle student's feelings, but always give the chance to let express what they are feeling and show them compassion. We can teach them to value the feelings of others, encourage independence, offer them choices in what they do and we should never label the student positive or negative.

On the other hand, punishment should not be used in Malaysian primary classroom as it was a sensitive issue. In the video, we had seen the way he punished his students. It had been an issue that male teacher cannot touch the girl students. The teacher should have the distance between the girl and himself. When students did something wrong, the teacher should reason out whats wrong with them and try to make them understand what they did was bad. They way teacher can do is talk to them gently so that we will not make the same mistake again. Punishment is just a way for teachers to get back at students and it has many bad side effects and therefore should be supplanted with logical consequences agreed to by the class. If they really make a big mistake, make sure that punishments are appropriate for the misbehavior and explain to the students why he or she is being punished. Can you imagine that, children always complain to their parents that they have been punished by their teachers by using the rattan. If just be punished once, the parents can accept it due to the reason but if it happens continuously, how would parents feel? They hope their children go to school is to get the education to be a successful person but not getting the punishment or berating. Sometimes, students feel afraid and refused to go to the school. Classroom management is an area where there are new and veteran teachers struggling; its an area where many teachers continuously blame poor student performance on student behavior. They scared they will punished by the teachers. Some of the students even play truant. So, we can see that there are many impacts of the punishment. So as a teacher, we should avoid using this approach as well. In essence, the 13-minute clip, produced in the United States by McGraw-Hill Films, shows teachers and trainees how to deal with pupils who misbehave using a sense of humour and warmth rather than being overly aggressive. This video is about how to maintain classroom discipline and good and bad methods of disciplining inappropriate classroom behavior has shown. This was a very well-made instructional movie for teachers. The key message in this video is that teachers should engage with their students to get them on side, explain the curriculum in a way they can understand, and deflect misbehaviour with a sense of humour. The issues in this clip mirror virtually everything teachers face today in terms of linking behaviour to learning and the value placed in learners. In short, effective classroom management is the creation of a learning environment and the increase of appropriate behaviour. Effective discipline is important for maintaining a positive atmosphere in the classroom and supporting students learning. Teaching strategies that support positive behaviours begin by making expectations clear, teaching children how to meet them and reinforcing childrens appropriate behaviour. Helping students to govern their own behavior in ways that help them learn is a long-standing goal of all teachers.

Coursework ( 20%)Structured Questions:1. The primary purpose of a classroom management is to gain control of the classroom itself so that the process of Teaching and Learning can be conducted smoothly. Describe the importance of classroom management and its impact on the Teaching and Learning activities in the classroom.

Classroom management is the term teachers and instructors use to describe the act of managing their classroom and students to ensure that stressful and non-educational situations are avoided and students learn topics and subjects effectively. Classroom management involves more than the management and discipline of the students but also the availability of additional information on topics. Effective classroom management will make life less stressful for teachers and ensure that students are provided with the correct tools and a calm environment in which to learn. In short, class management is teachers strategies that create and maintain an orderly learning environment and discipline means teachers responses to students misbehaviour.

Classroom management helps in the establishing of building rapport with students relationships. Teaching is a profession that involves an exceedingly high degree of social interaction and both teacher and pupils are immersed in a sea of communication. A healthy and supportive relationship or dialogue among the key players in the classroom will enhance the learning process greatly. Teacher-student relationships provide an essential foundation for effective classroom management and classroom management is a key to high student achievement. If teachers show genuinely their care about students as individuals apart from their academic work, it would help them to gain their cooperation. This attention would create a classroom environment in which students feel safe and secure, and they feel they are being treated fairly. Teachers would become sensitive to their needs and anxiety and have good communication skills as well as making the classroom atmosphere feel more relaxed and pleasant. Positive teacher-student relationships draw students into the process of learning and become more cooperative and promote their desire to learn. Good building rapport makes the students enjoy learning. Teachers who had high-quality relationships with their students had fewer discipline problems too.

It is also true that classroom management helps to promote appropriate pupil behaviour and eliminate inappropriate ones. A teacher who can handle pupil behaviour effectively will be able to contribute to the personal growth of the pupils and socialise them into the expectations of the classroom and school, and, later on, survive in society at large. So, we can know that effective teachers can prevent all discipline problems by keeping students interested in learning through the use of exciting classroom materials and activities. MIsbehaviours will be avoided at the same time.

Besides that, classroom management is very important because it keeps the children focused and on task. Research demonstrates a significant relationship between the amount of content covered and student learning (Berliner,1988).If the classroom is disorganized, then learning is a more difficult task. It increases on-task time and reduces classroom disruptions. In addition, it allows for various activities to occur during the day, with a minimum of wasted time and confusion. Moreover, it helps to reduce distraction from learning. This is an extension of the goal to keep student task focused. The impacts are students look forward to learning the subject. It shows possible improvement in their academic performance.

Classroom management is important as it provides students with structure and achievable goals. Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Teacher can demonstrate and lead by examples such as inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students understanding, engagement and achievement. By this way, students can know where their goals are and they can take their responsible by trying their best to achieve it. In addition, it helps to manage themselves too. It assists students to take responsibility for their own actions as they impact their work within the classroom.

Last but not least, classroom management is important as it helps create a productive learning environment. This goal is not meant for absolute control or to create in inert, docile, and totally compliant classroom and student body. Rather, an effective classroom is to maintain students interest, motivation and involvement. The focus is to create a positive, productive and facilitative learning environment. The learning environment needs to be organised to ensure safety and facilitate learning, resources need to be prepared and deployed in an organised manner, the students need to be managed to ensure good order and to support their learning. The impacts are students are secure from threat and physical harm. It has a friendly interactive and co-operative learning atmosphere. Without good classroom management many lessons would descend into chaos. Students can learn effectively in a conducive learning environment.

2. Describe the differences in the approach to classroom management froma behavioral, cognitive and humanistic perspective. Name and describethree general categories of the events of classroom management from abehavioral perspective, giving examples of specific teacher activities foreach category. (10%)

a. Describe the differences in the approach to classroom management froma behavioral, cognitive and humanistic perspective. Behavioral perspective means a classroom with no clear leader, no clear rules and no clear expectations invites behavioral problems. A behavioral approach to classroom management focuses on encouraging right behaviour from students as a means to be successful. For meaningful learning to take place, use behavioral approaches to create order in your classroom. Behavioral approach to classroom management is to find out why your students act the way they do. Students misbehave for various reasons, including getting attention or avoiding their assignments. If you have bored students, you can expect behavioral problems. If your students have deep personal problems at home, they may have behavioral issues. Anticipate possible problems by starting class addressing any issues you notice. Work on positive reinforcements of correct behaviour and minimize opportunities for misbehaving. Be aware that drawing attention to an undesirable behaviour can sometimes motivate students to repeat it. Stress to your class that negative bahaviour robs every class member of valuable learning opportunities and wastes everyones valuable time. For cognitive, the exact educational needs of each student are different, the teaching styles of each teacher differ as well. Cognitive classroom management integrates differing teaching techniques, creating a classroom, which utilizes these different methods to reach the educational needs of each student. The goal is to ensure each student benefits from the class, having their individual educational needs met. Judger students are decisive, preferring to end each point in a class lecture with a specific fact or acknowledged conclusion. A perceiver student prefers to assess each point, considering alternate points of view and alternate solutions. An integrated class provides specific information regarding each lecture point, while supplying thoughtful questions students can debate on their own after the class. For instance, a history teacher may lecture on the facts surrounding President Abraham Lincolns death, while ending the lecture with a question about the way history would have remembered him if he had lived to complete his presidency. Moreover, feeler students appreciate classroom cohesion, the ability of students to get along and work together in the classroom. Thinker students prefer lively debate and the revelations, which occur through those debates in a class. An integrated class provides a safe environment for student debate, allowing students to comment on the teachers points, while encouraging classmates to be supportive. As an example, a teacher in a government class allows students to comment, and even disagree, with lecture points, so long as those comments are directed at the teacher and are respectful to the views of other classmates. Managing a group of excitable learners is a challenge for any instructor. Jere Brophy, Professor of Educational Psychology, determined that "good classroom management" is fundamentally a teacher's willingness to be responsible for classroom control. In the humanistic approach to classroom management, the teacher is identified as a facilitator who encourages students to manage their own learning environment. From the humanistic perspective, classroom management is fostering a supportive, student-centered environment that facilitates free expression and develops potential. Choice, motivation and self-awareness are considered "conscious" vehicles through which behavior can be conditioned. Rather than depending on positive and negative reinforcement, teachers are encouraged to build relationships that embrace the uniqueness and wholeness of each student, in order to support them in fulfilling potential and self-determination. Methods draw on qualitative techniques such as problem-solving, goal-setting and diary accounts, which empower students in their own learning process.

b. Name and describe three general categories of the events of classroommanagement from a behavioral perspective, giving examples of specificteacher activities for each category. There are three major categories of actions to take in establishing a behaviorally-oriented classroom management program. They are namely selecting and arranging activities, monitor student behaviour and reinforce positive behaviour. In selecting and arranging activities, behavioristic approach establishes rules and procedures early. It also establishes consequences such as reinforcers and punishers. The method of delivering reinforcers is token reinforcement programme and contingency contract programme. it has stated expectations clearly. It focuses on positive expectations. In this behavioristic approach, positive behaviour also has been practiced. It helps students to practice the positive behaviours in the classroom. Teacher should be the role model of the students as students will imitate their teachers behaviour. In addition, it helps to establish group cohesiveness and responsibility and it does not model negative behaviour but appropriate behaviour. For example, before the activity start, teacher sets the rules and procedures first and then explains to the students the rules and procedures that they need to obey during the activity. Secondly is monitoring student behavior. Kounin concluded that some teachers are better classroom managers because of skill in five areas: withitness, overlapping activities, group focusing, and movement management and physical layout (Charles, 2002). And I will focus on withitness. Withitness is the skill to know what is going on in all parts of the classroom at all times; nothing is missed. Withit teachers respond immediately to student misbehaviour and know who started what. A major component of withitness is scanning the class frequently, establishing eye contact with individual students, and having eyes in the back your head. Withit teachers prevent minor disruptions from becoming major and know who the instigator is in a problem situation. For example, teacher asks the students to involve in certain group activity such as discussion, and then teacher will keep her eyes on sharply to see what everyone of them is doing. She will know who is discussing and who is playing or chatting at there. The third one will be reinforce positive behaviour. Effective praise will be contingent on display of positive behaviour, specify clearly the behaviors being reinforced and be believable by the students. The methods of coping with inappropriate behaviour are negative reinforcement, satiation and punishment. For example, teacher will give praise or rewards to the students who have positive behaviours and punishments will be given to those who are misbehaviour. While there are viable alternatives to the behavioristic approach to classroom management, it is clearly the most often used in public schools today. We need to remember that the long-term goal of any classroom management program is self-management.

3. According to Boynton & Boynton (2011), a positive teacher-studentrelationship can be built by developing a caring culture in the classroom.Describe with examples how such culture can be cultivated in theclassroom. (5%)

A review of the research shows that authors have a lot to say about positive relationships with students. According to Boynton & Boynton (2011), a positive teacher-student relationship can be built by developing a caring culture in the classroom. In the book Educators Guide to Preventing and Solving Discipline Problems by Mark Boynton and Christine Boynton, Kerman is cited saying Demonstrating caring is one of the most powerful ways to build positive relationships with your students. (Kerman et.al.,1980) This should remind us how important it is to have strong, positive relationships with our students. It is essential that you earn your students trust early on in the year. A trusting classroom with mutual respect is a thriving classroom. Before you can try to understand them, you need to know your students well and it helps to build a close relationships. Caring culture should be cultivated in the classroom to develop a positive teacher-students relationship. Nowadays, teenagers often feel that they are the only ones with a lot of problems and that their problems are insurmountable. They often feel that there are no solutions to their problems. They may have some problem with family, academic performances and so on. In order to show your students that you really care, learn to listen to them and show that you are making an attempt to understand what they are going through. When communicating with your students, do not be judgemental. They need a listening ear. They do not need someone to be always telling them what to do. If they have a problem, let them think through it. Teacher can try to guide them and lead them to resolve it. Let them think for themselves and to find a solution. By adopting this approach, you are teaching them problem-solving and decision-making skills and to be responsible for the decision they make. So, as a teacher, we should not ridicule them instead of should try to empathise with them and to comprehend their emotional state. The second strategy is teacher should show an interest in your students personal lives.Teachers should know their students names. Teachersinteract with more than 100 students a day.So, teachers need to take time to remember all their names. It is not an easy task but teacher should make it as soon as possible. In addition, teachers can give the students a simple inventory that asks them questions about themselves and their families, ask who they spend most of their time with, what activities they do when not in school, what television shows they like to watch, and what their favorite foods are, where they like to go, ask students about a recent sports game, a movie, what do they like.Try to know and understand can enhance the relationship between the teacher and the students. Teachers can also gain information about students throughjournal entriesby asking some questions such as what students did during the summer, what pets they have, what sports they enjoy and the others. Having the same hobbies and interests would be great. Besides that, a positive teacher-student relationships can be built if teachers shows never giving up on students. For example, if students get poor result in the exam, teachers can provide suggestions for students to catch-up when they have fallen behind.Teacher should always support them and offer her help when students need her badly. Students may enlist help from peer tutors.Teachers should tell students to keep trying but not giving up on them by saying the words that discouraged them. For example I believe you can do it, Try your best and the other words that can motivate them in learning .Teachers can share personal stories of times when they struggled in class. If teacher discouraged students by giving up to the students, sure the students feel de-motivated.

Furthermore, a caring culture can be cultivated in the classroom and one of the ways is teachers get to know the students better. For example, teacher can look at the students record cards. The previous form teacher should have updated every students record to indicate academic performance, strengths and weaknesses, information on the student which requires special attention and family background. Teacher should give special attention to those students with problems. Teacher can try to talk to them and provide some advice to them. This should provide you with a fairly good idea as how to handle students if they need arises.

Last but not least, teacher can meet their students regularly to keep abreast of the developments in their own life. Teacher needs to watch for and touch base with students who display strong emotion during the class. This will give you a good indication of how to communicate with your students and to deal with a problem when it arises or to pre-empt a problem before it arises. Having a meeting with your students informally on a regular basis will send the message that you care about them. They may then see you as a trusted source to talk to when they do have a problem.

As a conclusion, by making an effort to care about your students, you are sending the message to them that they are important to you. Once students are aware of the message, they will reciprocate by showing you respect and they will make an effort to improve their learning. Demonstrating caring and developing perceptions, especially with disenfranchised students, can go a long way to building teacher-student relationships and therefore developing learners abilities to function in the classroom. As Mahatma Ghandi said, Happiness depends on what you can give, not what you can get. Give your students lots of respect, care and love. They will mirror your actions and reciprocate likewise.