Strategies for Building a Positive Teacher-student Relationship

7/29/2019 Strategies for Building a Positive Teacher-student Relationship

1/25

THE ROLE OF TEACHERS IN THE CLASSROOM

MANAGEMENT

TEACHER-STUDENT RELATIONSHIP :

i) STRATEGIES FOR BUILDING A POSITIVE TEACHER-STUDENT RELATIONSHIPii) CULTURE CARE PRACTICE

iii) CLASSROOM DYNAMICSPREPARED BY :

NUR AULIYA BT MOHD AZMI

FAIZUN NISAQ BT SULMAN

MUHAMMAD KAMAL HUSNI BIN KHAIRI


2/25

Teacher-student relationship

should begin on the first day of

school and should be maintained

at all time.

Myint (2005) teachers need to

reduce negative emotions and

encouraging positive emotionsamong students


3/25

1) Remember

students

names

2) Instill a

sense of love

towards class

3) Share

responsibility

together

4) Set realistic

expectations5) Show

concern


4/25

Teachers who remember the studentsname and say their name correctly will

quickly build relationship with students


5/25

Instill responsibility of students to makeclass as a fun place to learn

Teacher should be more creative to instill

patriotism in the classroom amongstudents. Share ideas with other teachers


6/25

Provide opportunities for

students to take

responsibility for the well

being of the class and

encourage students tocooperate with the rules set


7/25

Identify the student

capabilities beforesetting expectations.

This can be done by

having a diagnostic

test or pre-test todetect who has not

mastered the skills


8/25

Avoid bias. Give equal

attention to all pupils. Learnpersonalities and

backgrounds of students tohelp teacher understand

students.

In addition to verbalcommunication, teachers can

use media such as letters,journals or e-mail for students

to communicate or interactwith the teacher.


9/25

CARING INTELLECTUAL

ENVIRONMENT


10/25

DEFINITIONS

CARING

Describes someone who is kind and gives

emotional support to others

INTELLECTUAL

Relating to your ability to think andunderstand things especially complicated

ideas

(Cambridge Advanced Learners Dictionary)


11/25

Caring intellectual simplymeans the situation where

in an intellectual session isbeen incorporated into a

caring environment.


12/25

HOW TEACHER CAN CARRY OUT

CARING INTELLECTUALENVIRONMENT ?


13/25

Reward

Sharing

Positiverelationship


14/25

DEVELOP POSITIVE RELATIONSHIP WITH THE

PUPILS

If teachers show

genuinely their

care about

students asindividuals apart

from their

academic work,it would help

them to gain

theircooperation.

This attention

would createa classroom

environment

in whichstudents feel

safe and

secure, andthey feel they

are being

treated fairly.

Teachers wouldbecome

sensitive to

their needs andanxiety and

have good

communication

skills as well as

making the

classroomatmosphere

feel more relax

and pleasant.


15/25

SHARE THE RESPONSIBILITY WITH THE CHILDREN

Encourage the

students to judge their

own behavior.

Involve students in theplanning and

implementation of

school and classroom

initiatives.

Not accepting excuse

because it can just

pass on or avoid

responsibilities.

Give the self-

responsibility strategy

time to work.

Let students

participate in decision

making by holding

class meeting.

Sharing responsibility with students for making

classroom decisions increases the students

commitment to the decisions.


16/25

REWARD APPROPRIATE BEHAVIOUR


17/25

Dinamika BilikDarjah


18/25

Konsep Dinamika Bilik Darjah

DinamikaKuasa yang menyebabkanpergerakan (Kamus Dwibahasa Oxford)

Kumpulan

kelompok individu dalamsesuatu unit sosial yang mempunyai ciridan nilai yang sama

Dinamika kumpulanKuasa yangterdapat dalam kumpulan yang telahmendorong ahli-ahli kumpulannya untukmelakukan sesuatu perubahan.


19/25

Dinamika bilik darjah ialah apabilasesuatu kumpulan rakan sebaya

berupaya mengerakkan ahli-ahlinyabertindak mengikut matlamat yangsama.


20/25

Dalam konteks bilik darjah, dinamikakumpulan biasanya terbentuk melibatkan

kumpulan-kumpulan kecil yangmempunyai ciri, nilai, tingkah laku atauminat yang sama.

Dinamika kumpulan boleh dikenal pasti

melalui kajian sosiometri.


21/25

Kajian sosiometri membantu guru melihatpola persahabatan kumpulan dalam bilik

darjah.


22/25

Penularan adalah ciri-ciri atau tingkahlaku ahli kumpulan dinamka yang diikuti

dan mempunyai pengarh kepada ahlikumpulan yang lain.


23/25

Pola dalam kumpulan

Bintang

Dyad

Klik

Rantai

Pencilan

Singkiran


24/25

Faktor-faktor yang

Membentuk DinamikaKumpulan

Jantina

Agama/bangsa

Status sosioekonomi

Pencapaian akademik

Personaliti

Gaya pembelajaran


25/25

Peranan Guru DalamDinamika Kumpulan

Kenal pasti bentuk dinamika

Perhatian kepada murid yang tersingkir

Gunakan kuasa penularan

Bimbing kumpulan membentuk ciri-ciriyang diingini

Guru sebagai ketua dinamika bilik darjah.

Documents

Strategies for Building a Positive Teacher-student Relationship