Teacher Student Relationship Building

Benefits of positive TSR

1. Social and Emotional Competence and Wellbeing - support the social and emotional growth of students

2. A Protective Factor - cushions the impact of weak parent-child relationship which many students-at-risk experience, reduce likelihood of students engaging in risky behaviours

3. Academic competence and outcomes - creates a warm and supportive classroom climate that is conducive for learning

4. School affiliation and connectedness - contributes to making the school  a warm and inviting place

5. Character Development - helps teachers to better role model and persuade their students to learn values

TSR is most effective when teachers

1. Possess necessary qualities and social-emotional competencies

2. Practise good classrm mgmt - high expectations, clear structure and limits, implement preventive strategies rather than controlling bad behavours

3. Good supportive sch structures 

Four-factor model (1999) - 

1. Personal resources (40%) : student's strength, interests, perceptionss, values, social support and resilience

2. Relationship factors (30%): students' experience of respect, acceptance, validation

3. Hope/expectancy (15%): student's positive expectancy, and hope for change

4. Techniques (15%): teacher's intervention techniques and theoretical model

Purkey and Novak (1996) Invitational Education model

1. Intentionally disinviting 

Deliberately discouraging, busy with other obligations, focused on students' shortcomings

Well-meaning but condescending, obsessed with policies and procedures; unaware of student's feelings

Well-liked and reasonably effective, inconsistent and uncertain in decision-making

Carl Rogers (1951, 1957) - genuineness (open and sincere), respect (unconditional positive regards) , empathy (paraphrase in own words) and warmth (interest in people, ability to care for, listen to and help) provide for the psychological safety of students and allow students to express themselves and their emotions.

Active listening

3 level

1. Words - identify with the experiences and behaviours a student is sharing and where they are coming from

2. Emotions - listening out for and recognising emotions (or the lack thereof) are important as they are drivers of student's behaviour

3. Non-verbal cues - reading accurately, without distorting or over-interpreting them in a critical dimension. Can alter verbal communication

- confirming or repeating

- Denying or confusing

- Strengthening or emphasizing

- Adding intensity

- Controlling or regulating

Different types of non-verbal communication

1. Eye contact

2. Facial expression

3. Body language and posture

4. Gesture

5. Vocal quality

6. Use of silence (why? because thinking of an answer, experiencing a feeling that require time, difficult part of the story, waiting for your response, uncomfortable to share)

Communication barriers

• 1. Ordering, commanding

  2. Warning, threatening

  3. Moralising, preaching

  4. Lecturing, giving logical arguments

  5. Judging, ridiculing, blaming, name-calling, sarcasm, shaming

  6. Playing psychologist, analysing, and diagnosing

  7. Consoling

  8. Advising, suggesting solutions

  9. Preoccupation with own feelings

  10. Misunderstanding of intentions

  11. Lack of trust

  12. Preoccupied with what one has to say

  13. Selective listening

  14. Constant interjections

  15. Belitting feeling expressed

  16. Distraction

Effective Interviewing skills

C- clarification

R- reflection of feelings

O- open and closed questions

P- paraphrasing

S- summarising