Relationships with difficult students

Difficult students:
 Difficult students require more energy on your past. For example, you may need to spend time with them individually to get to know them better- to understand their interests and what motivates them. This will not only allow you to tailor your instruction to their interest and motivation, but the time spent will also allow them to develop trust in you.Recent research on high school students who have frequent and intense discipline problems to shows that when adolescents perceive that their teachers are trustworthy people, they show less defiant behavior(Gregory and Ripski, 2008)

Ideal classrooms have complimentary goal

Ideal classroom:
Eighteen years old boy told about how a teacher's high expectations motivated him to do his home work, even though he was tired after a busy day at school.

Create a positive climate

Positive climate:
 Be sure to allow time for your students to link the concepts and the skills they are learning to their own experience. Build fun into the things you do in your classroom.
In other words, plan activities that create a sense of community so that your students have an opportunity to see the connections between what they already know and the new thing they are learning, as well as have the time to enjoy being with you and the other students. 

Giving students meaningful feedback

Feedback:
Are you giving students meaningful feedback that says you care about them and their learning,or are you constantly telling your students to hurry? In your conversation, are you focusing on what your students have accomplished or are you concentrating your comments on what they have not yet mastered?

Positive discourse with students

Positive discourse with students:
Things about what you say to the difficult students in your classroom. Are you constantly bombarding them with requests to do something or telling them to stop doing what they are doing? No one likes being badgered and pestered, and your students are no exception. Instead, you should find a time or place when you can have positive discussion with the problem student.
Note that near end of this video clip, the teacher redirects the attention of a young boy in a red shirt. She does this is the way that is physical and direct, yet demonstrates her sensitivity toward the child.

Importance of knowing students

HOW KNOW:
Knowing a student's interests can help you create examples to match those interests. If a student who loves basketball comes to you with a question about a mathematics problem, you might respond to him or her with a problem, you might respond to him or her with a problem involving basketball. this type of specific responding shows that you care about him or her.
Likewise, knowing a student's temperament can help you craft appropriate learning opportunities. If a girl in your class is particularly distractible, you can support her efforts to concentrate by offering her a quieter area in which to work.   

DON'T

DON'T:

1. Don't assume that being kind and respectful to students to enough to bolster their achievements . Ideal classrooms has more than a single goal : in idea classrooms, teachers hold their students to appropriately high standards of academic performance and offer students an opportunity for an emotional connection to their teacher, their fellow students and teachers( e.g Gregory and Weinstein, 2004). 
2. Don't give up too quick on your efforts to develop positive relationships with difficult students. these students will benefit from a good teacher-students relationship as much or more then their easier- to-get-along with peers(Baker,2006).
3. Don't assume that relationships are inconsequential. Some research suggests that preschool children who have a lot of conflict with their teachers show increases in stress hormones when they interact with these teachers(Lisonbee, Mize, 2008;)   

DO

Do

1. Make an effort to get to know each students in your classroom. Always call them by their names and strive to understand what they need to succeed in school(Croninger and lee 2001)
2. Make an effort to spend time individually with each student, specially those who are difficult or shy.This will help you create a more positive relationship with them(Pianta, 1999; Rudasill, Rimm-kaufman, Justice and Pence, 2006).
3. Be aware of the explicit and implicit massages you are giving to your students(Pianta, etal  2001; Rimm-kaufmam etal ;2002). Be careful to show your student that you want them to do well in school through both actions and words.
4. Create a positive climate in your classroom by focusing not only on improving your relationships with your students (Charney, 2002; Donahue, perry and Weinstein, 2003).

What do positive students-teacher relationships in classrooms

Students-teacher relationships in classrooms:

• Teacher shows their pleasure and enjoyments of students.
• Teachers interact in a responsive and respectful manner.
• Teachers offer students helps(e.g answering questions in timely manner, offering support that matches the children's needs) in achieving academic and social objectives.
• Teacher helps students reflect on their thinking and learning skills.
• Teacher know and demonstrate knowledge about individual students, background, interests, emotional, strengths and academic level.
• Teacher seldom show irritability or aggravation toward students.

Relationship with teacher and students:

High quality academic instruction:

High quality academic instruction refers to instruction that is appropriate to students' uses feedback effectively to guide students' thinking and extends students ' prior knowledge. (Praise and assessment, Motivating to learn, Critical thinking)

 The contribution of positive teacher- student relationships on school adjustment, academic and social performance.

Positive teacher student relationships- evidenced by teachers' report of low conflicts, a high degree of closeness and support and little dependency- have been shown to support students adjustments to school, contribute to their social skill, promote academic performance and foster students resiliency in academic performance .
Teachers who experience close relationships with students reported with their students reported that their students will less likely to avoid school, appeared more self-direction, more cooperative and more engaged in learning .   
Students reported liking school more experiencing less lonelineness if they have close relationship with their teachers. Students with better teacher- student relationship also showed better performance on measure of academic performance and school readiness .
Teacher who use more learner- centered practice (i.e practices that shows sensitivity to individual differences among students include students in the decision-making and acknowledge students, developmental, personal,and relation needs) produced greater motivation in their students then those who used fewer of such practice.
The quality of early teacher-student relationships has a long-lasting impact specially, students who have more conflict with their teachers or showed more dependency toward their teachers in kindergarten also had lower academic achievement(e.g poorer work habits, more discipline problems) though the eighth grade. These findings were evident even after taking into consideration, the extent to which students' behavior problems related to problematic teacher-child relationship. these findings were greater for boys than for girls.
Further work describes that children with more closeness and less conflicts with teachers developed better social skills as they approached the middle school years then those with more conflictual relationships in kindergarten.     
   

Relationship of teacher and students

Improving Students relationship with teachers to provide essential support for learning:
Improving students relationships with teachers has important, positive and long-lasting implication for students academic and social development. solely, improving students' relationship with their teachers will not produce gains in achievement (see "High quality academic instruction"). How ever those students who have close, positive, and supportive relationships with their teachers will attained higher levels of achievement then those students will more conflictual relationships. If a students feels personal connection to a teacher, experiences frequent communication with a teacher and receives more guidance and praise then criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationship draw students into the process of learning and promote their desire to learn(given that the content material of the class is engaging and age appropriate).

Example: What do good teacher- students relationships look like and why do these relationships matter?
 Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meeting students' developmental, emotional and academic needs. Here are some concrete examples of closeness between a teacher and a student:

• A seventeen- year- old girl who is experiencing divorce at home goes to her    former first grade teacher in the mornings for a hug of encouragement, even though she is now in second grade. 
• A fourth grade boy who is struggling math shows comfort in admitting to his teacher that he needs help with multiplying and dividing fractions.

• A middle school girl experiences bulling from other students and approaches her social studies teacher to discuss it because  she trusts that the teacher will listen and help with out making her feel socially inept. 

Cognitive domain

COGNITIVE DOMAIN

Quotes

1. COGNITIVE DOMAIN

In the cognitive domain there are six levels (blooms, 1956).

• KNOWLEDGE
• COMPREHENSION
• APPLICATION
• ANALYSIS
• SYNTHESIS
• EVALUATION

KNOWLEDGE

Knowledge is the lowest and least complex level. Which involves the acquisition and recall of facts, such as names, dates, terms and definition.

   comprehension 

The second level is comprehension and this means the ability to understand material. It involves interpretation, translation, explanation, and prediction.

Application

The third level is application which is to use ideas and principals in a new situation, such as, solving problems.

Analysis

The fourth level is analysis, this is the ability to identification  parts of whole through such processes as analyzing comparing contrasting and classifying.

Synthesis

The fifth level is synthesis . This is the ability to put parts together in order to make a whole. Synthesis usually involves such processes  as planning creating , constructing and predicting.

Evaluation

 The last, deepest, and most complex, level of thinking is evaluation. This involves the making of judgments about particular matters or issues.

PSYCHO MOTOR:

Learning objectives in the psycho motor domain has also been arranged in different levels
(Harrow, 1972)

1. At the lowest level are reflex level are reflex movements which are involuntary or instructive movements such as tensing or blinking.
2. Reflex moments are followed by basic fundamental movements such as, crawling, walking, and jumping.
3. The third level relates to perceptual abilities and involves the translation of information received through the five senses into movements, for example, catching a ball, and printing a letter on alphabet.
4. The next level relates to physical abilities such as endurance ,strength, flexibilities, and agility. These physical abilities are necessary for the development of the fifth level, skilled movements. Skilled movements involve activities common to areas such as, games and music
5. The highest level is non-discursive communication which is communicating skillfully through physical movements as in mime or dance.
   

   Affective Domain

   In affective domain there are five levels of objectives (Krathwohl.(Bloom&Masior).
   
   1. The lowest level is receiving which means passive listing or attending. 
   2. The second level is responding which is showing the willingness to be involved. 
   3. valuing is the third level and this indicates involvement, commitment or seeing worth in something.
   4. Organizing, the fourth level is more long term and involves integrating a new value into a personnel set of values.
   5. The highest and complex level in the affective domain is characterizing by value. This means all the previous levels have been taken in and a person is prepared to act consistently on the basis of value.

List of verbs

Domains:Cognitive

Knowledge:

Define, Recall, Tell, Label, Describe, Name, Locate, Underline, List,Show, Relate, Select, state, Write, Acquire, Recite, Identify, Match, Outline, Measure.

Comprehension:

Explain, illustrate, distinguish, interpret, infer, summarize, compare, estimate, represent, contrast, give an example of, read, specify, indicate.
Application:
Use, mark, change, calculate, demonstrate, construct, perform, compute, apply, predict, order, solve, find, manipulate.
Analysis:
Analyze, classify, differentiation, diagram, break down, discriminate, categorize, compare, relate, detect, contrast, sub divide, hypothesis, separate, select.
synthesis:
 Create, combine, categorize,develop, compose, produce, devise, plan, relate, explain, design, conclude,organize.
Evaluation:
Choose, discuss, criticize, decide, judge, support, evaluate, debate, determine, compare, consider, contrast, justify, assess, defend.

Psycho motor:

Reflex:
Learning objectives are not usually written at this level fundamental movements, crawl, run, jump, reach, change, direction.
Perceptual abilities:
catch, write, balance, distinguish, manipulate.
Physical abilities:
Stop, increase, move quickly, change, react.
Skilled movement:
Play, bit, swim, dive, use.
Non-discursive communication:
Express, create, mime, design, interpret.

Affective:

Receiving:
Listen, describe, accept, follow, be aware, ask attend, show, receive, locate.
Responding:
Answer, assist, state, discuss, participate, tell, obey, present, write, enjoy.
Valuing:
Accept, appreciate, recognize, join, participate, share, develop, initiate, decide, work.
Organization:
Organize, alter, relate, arrange, judge, combine, formulate, prepare, associate, defend.
Characterization:
Manipulate, act, demonstrate, question, decide, practice, use, perform, change, display.