Building Healthy Relationships

We will examine building healthy relationships through the lens of Social Emotional Learning. By implementing the tenets of building relationships, teachers can enhance the learning environment and improve academics. Explore these six cards to discover valuable practices that impact student-teacher relationships.

Differentiation

Intern and student teachers can engage with the “Building Healthy Relationships?” Playbook based on their own teaching and learning experiences. Intern teachers, what SEL strategies are you currently implementing? Student teachers, where do you want to begin with a strategy to Build Healthy Relationships in your classroom?

Considerations

“When teaching social-emotional learning, we are looking at the whole person. The emotions connected to learning are inseparable.” (Angela Karem, Transitional Kindergarten Teacher)

Through our Playbook learning, how can we reflect on bringing the whole child into classroom learning experiences? How will we create a safe, nurturing, and empowering environment for each child entering our room?

Card #1: Social Emotional Learning

SEL in Action: List 3 SEL strategies you observe the teacher utilizing in the video “The Power of Relationships in Schools.”

• Morning greeting
• Showing your authentic self
• Complimenting students

SEL Snapshot: Read about the purpose and intention of a morning Greeting with students. Describe the process you will use with your students (identify your grade level) to develop a morning greeting and your intended purpose of the greeting. I’d adapt the personalized connection approach to my 10th-grade students’ age and comfort levels to establish a meaningful morning greeting. Each day, I’d greet each student by name as they entered the classroom, saying something nice about them. This would create a personalized touch, like saying, “Good morning, Ayden! Your thoughtful contributions to yesterday’s discussion were impressive. I’m looking forward to hearing your insights today!” After the greeting, an open-ended question would encourage interaction, fostering a positive classroom atmosphere. A few goals are creating a personal bond with each student, instilling a positive start to the day, promoting a sense of community, enhancing student engagement, and supporting their social and emotional development. In addition to creating a positive classroom environment, this morning greeting would help students feel valued, connected, and motivated.

Think About It: View the “Maslow’s Pyramid of Needs” graphic. Choose one of the five core elements (self-actualization, self-esteem, love and belonging, safety and security, physiological needs) and suggest one strategy to cultivate this competency in the classroom.

I’d use strength-based feedback and recognition to nurture classroom self-esteem by identifying and celebrating students’ strengths, accomplishments, and progress. After class activities, I’d gather the students and highlight their unique talents and efforts, underlining their positive impact on the group and learning. I’d also introduce a “Student of the Week” or “Student Spotlight” program that showcases and applauds outstanding qualities, like academic accomplishments, leadership abilities, creativity, and kindness. Continually acknowledging students’ strengths and successes will bolster their self-esteem and empower them to embrace their unique skills, fostering a classroom environment that strengthens self-confidence.

Act on It: Set an attainable goal articulating your vision for building classroom community.

To promote a sense of shared ownership, I will start using words like We, Our, and Us.

Card #2: SEL and Relationships

SEL in Action: Watch the Friendship soup recipe video posted about relationship building in the classroom. Describe three ingredients you would use in your friendship soup.

Trust: Any friendship starts with trust. Trust is the foundation upon which a strong friendship is built, just like soup’s base provides a solid foundation. Trust is created and maintained by being reliable, keeping your promises, and being honest. Trust enriches the depth and authenticity of a friendship, just like every ingredient enhances soup’s flavor.

Communication: Effective communication binds friends together like soup’s different ingredients blend to create a harmonious taste. Communicating openly, honestly, and empathetically helps us understand each other. Having regular conversations helps strengthen friendships by sharing joys, concerns, and experiences.

Empathy and Support: Empathy and support offer solace and understanding in friendship. Whenever a friend needs help, whether a lending hand or a listening ear, it shows care and consideration. Similar to seasoning a soup, these actions enhance the depth of friendship.

Think About It: After viewing the video, reading the quotes, and reviewing the graphics, what are the core SEL values you will apply in your classroom to establish relationships between students? Which competencies and themes are being emphasized in your classroom, and which are areas for growth? How will you assess whether your students are developing healthy peer relationships?

For my classroom, I’ll emphasize SEL values that build strong relationships among students. Students will develop empathy and interconnectedness by understanding and sharing feelings. Communication skills will also be highlighted so students can express themselves clearly and have meaningful conversations. We’ll respect diverse opinions, boundaries, and backgrounds as we interact, promoting an inclusive culture. Healthy peer relationships are built on these values, which align with the competencies and themes of relationship skills, social awareness, and responsible decision-making. I want to improve conflict resolution skills, self-awareness, and promote inclusion. Observation, peer feedback, reflective discussions, role-playing, creative expression, and surveys will be used to assess the development of healthy peer relationships. Through these values, competencies, and assessment strategies, I hope to create a classroom community where students thrive emotionally, socially, and academically.

Think About It: Consider your answers to the previous questions in the “Think About It” section. Identify strategies you might use in your classroom and develop a plan of action using the provided downloadable form. Add to Your Personal Action Plan.

Your Action Plan

Now, you will write your own next steps! Consider your answers to the previous questions in the “Think About It” section. Identify strategies you might use in your classroom and develop a plan of action using the provided downloadable form. Add to Your Personal Action Plan.

After reading this open resource “Activities that Strengthen Peer Relationships” from http://www.snipsf.org/wp-content/uploads/2011/08/Inclusion-Tool-Kit-Part-6_Lets-Play_-Activities-That-Strengthen-Peer-Relationships.pdf :

1.a. Identify one skill that is important for your classroom and that you will incorporate in the classroom rules (e.g., participation, communication, etc.); proceed to add or include that key skill in your classroom rules to remind the students every day of its importance.

• Validation – Support

1. b. Plan three to four activities per each week (start with the upcoming week) that foster the other peer relationship skills mentioned in this resource (e.g., cooperation, validation, etc.); use the activities described in this resource as examples that you can adapt or build on, to match your classroom set-up.

• Feelings Matching: Students pick a scenario card and then choose the feelings card with the “matching” emotion. OR they pick a feelings card and then select a scenario card representing the emotion shown.
• Laugh Off: Students are placed in pairs and tell their best “Dad Jokes” to make the opponent laugh. The person that makes the other laugh the most often wins.
• I Like My Friend Who: Students form a circle with one person in the middle. The person in the circle’s center begins the game by saying, “I love my friends, especially my friend who…” She completes the sentence with information that is true for her. Example: “I love my friends, especially my friend who loves to play kickball, has a dog, tells funny jokes, etc.”). As soon as she finishes the statement, everyone (including the person in the center) to whom this applies to moves from their cone to an empty cone that is not right next to them. The person who remains in the middle begins a second round of the game.

2. Watch this video and make a plan to prepare your students to interact positively with their peers: https://youtu.be/5kleVviMrKA (“What are positive peer relationships?”)

I will implement a comprehensive plan focusing on “I” statements and active listening to equip my students with the tools for positive interactions with their peers. Beginning with an introduction to effective communication, I will elucidate the concept of “I” statements, which emphasize personal feelings and thoughts without blame. Simultaneously, I will underscore the significance of active listening to truly understand others. Students will practice employing these skills in different contexts through engaging role-play activities and guided practice sessions. Group discussions and reflections will enable them to share experiences and learn from one another. As these skills integrate into our daily routines, students will express opinions using “I” statements and genuinely listen to their peers. Peer feedback and real-life scenarios will provide opportunities for continuous improvement. Regular reinforcement and reflection will solidify their mastery of these skills, fostering an environment of respectful and empathetic peer interactions beyond the classroom.

3. Incorporate in your classroom time a special fun game, which students can play once a week to foster team-building and positive peer relationships. Use as examples the activities from the Digital Activity Center (from http://www2.peacefirst.org/digitalactivitycenter/resources/search?&&&&page=3) or any other sources of your choice. Make a list of the games you could use in your classroom.

• Two Truths and a Lie: Each student takes turns sharing two true statements and one false statement about themselves. The rest of the class guesses which statement is the lie, fostering understanding and discovery among peers.
• Marshmallow Tower: Provide students with marshmallows and toothpicks and challenge them to work in teams to build the tallest tower possible. This promotes collaboration, creativity, and problem-solving.
• Team Charades: Divide the class into teams and play charades with a twist – instead of individuals acting out, the entire team collaborates to convey the word or phrase to their designated guesser.

Card #3: SEL and Empathy

Intro: Watch the 60 second participation and creating a positive learning environment video. What practices do you engage in to create a culture of respect and trust and prepare students to learn?

I prioritize practices that foster a culture of respect, trust, and readiness to learn in my classroom. There are clear expectations for behavior and participation, so students know what to expect. I set a positive tone by modeling respectful and inclusive behavior. Active listening cultivates respect for diverse opinions and gets people involved. Positive reinforcement builds a supportive classroom atmosphere by acknowledging students’ contributions. In collaborative learning activities, peers work together to build trust and support each other. Students can express themselves and share ideas with open channels of communication. By incorporating diverse perspectives and experiences into lesson plans, diversity is celebrated. Having choices reinforces the value of individual voices and gives students autonomy. Providing constructive feedback and practicing empathy helps me create an environment where students feel understood and empowered. A warm greeting sets a positive tone for each class. In addition to promoting academic success, regular reflection promotes a respectful and inclusive environment.

SEL in Action: Greeting, sharing and responding, checking in on our classroom expectations, plus a quick wrap-around closing are integral in developing positive peer relationships. How does each of these components accomplish this?

Each component – greeting, sharing, responding, checking in on classroom expectations, and a quick wrap-up – is crucial to building positive peer relationships. A warm greeting sets a welcoming tone where each student feels respected and acknowledged. Active listening and sharing activities encourage open communication, fostering empathy among peers. Checking in on classroom expectations reinforces a shared commitment to respect and cooperation, creating a safe and supportive environment. A quick wrap-around closing strengthens unity and community while leaving students feeling positive. These elements work together to foster a classroom culture of connection, trust, and collaboration, which is essential for positive peer relationships.

Think About It: Review the graphic “Guidelines for Creating Effective Classroom Rules”. Share how you will implement two of the suggestions.

I’m focusing on two key suggestions for creating effective classroom rules in my classroom. First, I’ll establish some rules that cover fundamentals like respect and behavior. By selecting simple rules like “Respect classmates and teachers,” “Raise your hand to speak,” and “Use materials responsibly,” students can better understand and remember them. The rule-setting process will also include student input. During class discussions, I’ll encourage students to share their perspectives on how to keep a positive learning environment. By emphasizing students’ opinions, this approach empowers them to own the rules. I aim to foster a classroom culture of shared responsibility, respect, and engagement by combining a manageable number of rules with student involvement.

Act on It: Think about the intentional strategies listed above in “Plan It.” List three strategies that are appropriate for your grade level and subject area.

Several intentional strategies can be used to foster a strong classroom community in a 10th-grade math class. To ensure a shared understanding of desired behaviors, one effective strategy involves crafting classroom rules using behavioral terminology. Furthermore, modeling virtues like kindness, respect, and patience through tangible actions rather than merely explaining them reinforces their importance in creating a positive and harmonious environment. In addition, giving students options with equal educational value encourages autonomy while keeping the focus on learning. These strategies can help educators create a learning environment where students feel respected, engaged, and empowered to participate in the classroom community while enhancing their mathematical understanding.

Card #4: Title: How do I, as an educator, build healthy relationships with the school campus and onsite school community?

SEL in Action: Watch the video and provide a 3-5 sentence summary of your learning and how it connects to your SEL comprehension so far.

In the videos, I saw how important it is to create a positive learning environment for our kids. This is true both in and out of the classroom because their sense of self-worth can be greatly decreased by continuous negative interactions. Giving students the opportunity to express their emotions openly in an appropriate manner helps them to feel heard and valued as an individual.

Think About It: Answer each of the guided reflection questions in this section.

I don’t have a K-12 classroom, so here are some general thoughts…

Schools prioritizing social-emotional development can significantly impact students’ well-being and academic success. These practices might include implementing programs or initiatives focusing on character education, mindfulness, conflict resolution, and emotional regulation. The idea is to create a school culture that values emotional well-being and promotes healthy relationships between students and teachers.

Staff involvement is critical to an effective school-wide approach. I’m not just talking about teachers here. I’m talking about administrators, counselors, support staff, cafeteria, and janitorial staff. Staff members should consistently work together to expose students to social-emotional learning and positive role modeling.

All staff members should teach and reinforce universal expectations, which often include behavior, respect, and responsibility. Consistency helps students understand the behavioral norms and expectations across various environments within the school, ensuring predictability and safety.

With well-designed and properly implemented school-wide practices that prioritize social-emotional development, involve all staff members, keep teaching consistent, and reinforce universal expectations, positive outcomes will likely be achieved regarding students’ social-emotional well-being and school culture.

Act on It!: Your Action Plan

Now you will write your own next steps! Think about your answers to the previous questions posed in the “Think About It” section. Identify strategies you might use in your own classroom and develop a plan of action using the provided downloadable form. Add to Your Personal Action Plan in this table.

Goal: I will ensure our school-wide practices foster social-emotional development through…

Classroom Community: (e.g., daily instruction and practice in my classroom)

• Implementing evidence-based programs that teach emotional intelligence and conflict resolution skills.

My Own Actions: (e.g., regular assemblies/pep rallies to set school wide expectations)-

• Creating opportunities for open discussions and activities that promote mindfulness and self-awareness.

Goal: I work to involve staff in school-wide practices by…

Classroom Community: (e.g., utilizing cross-grade buddies)

• Organizing regular meetings and discussions to share information and gather input on initiatives.
• Providing workshops and training sessions that offer staff opportunities to learn about and contribute to social-emotional development programs.

My Own Actions: (e.g., demonstrating expectations during staff PD)

• Creating an environment where staff feel comfortable sharing their thoughts, ideas, and concerns regarding school-wide initiatives.
• Providing opportunities for staff to actively participate in brainstorming sessions, workshops, and planning discussions.

Goal: I will work toward creating opportunities for open discussions and activities that promote mindfulness and self-awareness within the school by…

Classroom Community:

• Introducing regular mindfulness sessions where students can practice techniques such as deep breathing, body scans, and focused awareness to develop mindfulness skills.
• Setting aside dedicated time for students to engage in reflective activities, allowing them to explore their thoughts, emotions, and experiences in a structured and guided manner.
• Facilitating open dialogues about the importance of self-awareness and mindfulness, encouraging students to share their insights, questions, and personal experiences.

My Own Actions:

• Working with fellow educators to infuse mindfulness practices into the curriculum across various subjects, integrating these concepts seamlessly into the learning experience.
• Planning and facilitating regular workshops for both students and staff, providing practical tools and techniques for incorporating mindfulness into daily routines.
• Launching mindful challenges or campaigns that encourage students to explore different mindfulness practices and share their experiences.

Goal: I will work toward collaborating with parents and caregivers to extend social-emotional learning beyond the classroom by…

Classroom Community:

• Organizing workshops or informational sessions for parents and caregivers that highlight the importance of social-emotional learning and provide practical strategies for fostering these skills at home.
• Encouraging open communication between teachers and parents regarding students’ social and emotional progress, allowing for a collaborative approach to support their development.

My Own Actions:

• Suggest activities and discussions that parents can engage in with their children to promote emotional intelligence, empathy, and effective communication.
• Sending regular newsletters or updates that inform parents about ongoing social-emotional learning initiatives in the classroom and offer suggestions for reinforcing these concepts at home.

Card #5: Title: As an educator, how do I build healthy relationships with my students’ parents?

SEL in Action: Watch the video and provide a 3-5 sentence summary of your learning and how it connects to your SEL comprehension so far.

The school alone cannot take full responsibility for the education of a child. There must be a collaboration between the teacher, the student, and the parents. The best way to get parents involved in their child’s education is to build relationships with them. This can be done through positive communication channels.

Think About It: Answer each of the guided reflection questions in this section.

Think about what you are currently doing in your classroom to implement consistent communication and approachability with parents? List your strategies on a piece of paper. From the information in this Playbook, what other strategies can you adapt to your classroom, and add to your list to enhance the teacher-parent partnership?

I don’t have a K-12 classroom, so here are some general thoughts…

I’d set up several strategies for consistent communication and approachability with parents. First, I’d send regular newsletters about classroom activities, curriculum updates, and upcoming events. I’d also schedule parent-teacher conferences to talk about student progress. Parents can get quick messages, reminders, and updates using communication apps. I’d host open houses and curriculum nights so parents could interact with me and learn about the curriculum. In addition, I’d keep a class website with resources, assignments, and important dates. To further strengthen the teacher-parent partnership, I plan to include positive phone calls to celebrate student achievements and get parents involved. My goal is to organize parent workshops and have students in conferences. In addition to virtual meetings and feedback surveys, a classroom blog will showcase student work and get parents involved. I’d encourage two-way communication to foster a collaborative and supportive learning environment.

How are you celebrating cultural differences in your communication to acknowledge various cultures and languages? As a teacher, how are you planning to increase your cultural awareness and decrease your implicit (unconscious) bias (pertaining to race, ability, gender, culture, religion, language, etc.)?

I’d embrace various communication strategies in my classroom to celebrate cultural differences. I’d adapt my approach to match parents’ preferences, considering their diverse cultural norms and communication styles. I would provide translations and bilingual resources in multiple languages to ensure effective communication. The classroom could be filled with cultural celebrations and holidays, allowing students to learn and appreciate different traditions. My goal is to give students a well-rounded education that acknowledges the richness of global cultures by infusing the curriculum with cultural resources. An inclusive environment with diverse visual elements and respectful discussions about sensitive topics would make every student feel valued.

I’d take a multifaceted approach to enhance my cultural awareness and mitigate unconscious biases. By reflecting on my cultural background and experiences, I’ll be able to identify potential biases. Participating in workshops, seminars, and education on diversity and inclusion would help me understand different cultures and perspectives. My knowledge of bias-related issues would be deepened through extensive reading, research, and engagement with diverse narratives. We could confront biases and challenge stereotypes in the classroom by promoting open dialogue about prejudice and cultural differences. Integrating diverse voices and histories into the curriculum would counter biases. Regular self-reflection would help me spot biases in my interactions and teaching practices so that I could fix them. I’d intentionally embrace cultural diversity to create an educational environment that eliminates unconscious biases.

List the opportunities you have in place to augment parent involvement. Ask your fellow teachers what they have in place, and see if you would like to use any variables that work in their classroom.

In my quest to enhance parent involvement, I envision a range of opportunities that would foster a strong partnership between parents and the classroom. Establishing a well-structured parent volunteer program would encourage parents to actively participate in classroom activities, while organizing informative family workshops on pertinent topics would equip parents with tools to support their child’s education. Collaborating with a Parent-Teacher Association (PTA) could yield impactful events and initiatives that draw parents into school activities. By inviting parents or community members as guest speakers, we could infuse the classroom with real-world insights and experiences. I plan to maintain the tradition of regular parent-teacher conferences as a platform for constructive discussions about student progress. Additionally, utilizing channels such as take-home folders or digital platforms would facilitate seamless communication between parents and teachers. Cultural celebrations and interactive assignments would bridge the home-to-school connection, encouraging parents to be actively engaged in their child’s academic journey. Drawing inspiration from fellow educators, I would inquire about their successful strategies and innovative approaches to elevate parent involvement. By exploring and adapting variables that have proven effective in other classrooms, I aspire to create a collaborative and supportive environment that nurtures both students’ learning and parents’ participation.

Act on It!: Your Action Plan

Now you will write your own next steps! Think about your answers to the previous questions posed in the “Think About It” section. Identify strategies you might use in your own classroom and develop a plan of action using the provided downloadable form. Add to Your Personal Action Plan in this table.

Goal: I will create consistent and transparent communication by…

My Own Actions: (e.g., writing newsletters and Class Tag)

• Scheduling routine parent-teacher conferences to discuss student progress and address any concerns.
• Utilizing communication apps or platforms to provide timely updates, reminders, and important announcements.

Goal: I will build a relationship with parents that ensures they feel I am approachable by…

My Own Actions: (e.g., reminding them often that I am here for them)

• Welcoming parents to reach out via email, phone calls, or in-person meetings to address concerns or share insights.
• Hosting regular “coffee chats” or informal meet-and-greet sessions to foster a relaxed atmosphere for interaction.

Goal: I will include rich cultural diversity in my communication with parents by…

My Own Actions: (e.g., showcasing cultural variety in newsletters)

• Displaying diverse artwork, symbols, and images representing different cultural backgrounds in my communication materials.
• Providing translations or summaries of important information in multiple languages to ensure inclusivity.

Goal: I will create multiple avenues for parent involvement by…

My Own Actions: (e.g., giving multiple opportunities to volunteer in my classroom)

• Organizing regular “Family Workshop” sessions covering topics like study skills, technology usage, and child development.
• Creating a class blog or online platform where parents can access resources, share insights, and engage in discussions.

Goal: I will encourage parents to join a Parent-Teacher Association (PTA) to contribute to school-wide activities and decisions by…

• Sharing success stories and examples of PTA involvement positively impacting student experiences.
• Emphasizing the inclusive nature of the PTA, welcoming diverse perspectives and contributions from all parents.

Assignment Grade: 10/10