Creating A Caring Classroom
Building positive relationships in the classroom is very important. The best way to do this is by first learning the students names as quickly as possible. It's disrespectful to call students by a different name. Students get offended as well. Getting to know your students is also important. Everyone is different and they each have different personalities. Getting to know them builds a relationship between the teacher and the student. Make the student feel valued. Teachers have ways of helping students build a positive relationship with other people. They teach the students how to work together in groups and they learn the value of teamwork.
Respect is the most important elements in the classrooms that work. Students should respect the teacher but teachers should also respect the students. Disrespect from students should not be tolerated. Respect is gained over a period of time. By putting students in groups and allowing them to interact with one another they will learn how to respect one another. Students should work with all their classmates. A sense of respect within the classroom is very important to students' feeling that they can contribute ideas and opinions without fear of ridicule or rejection.
Students feel that their opinions and ideas are important. Sharing ideas help students to gain responsibility for the classroom. Student feedback is very valuable. They can come up with solutions for classroom issues. They could point out which activity was most effective in their learning. They could also improve classroom routines. Students feedback helps build a bond between the student and the teacher.
The students should see themselves as a group. Students feel comfortable when they feel as if they are a part of something. Encouragement from the teachers help the students get connected with other students.It is important for faculty to recognize that students’ performance in class can be affected by many factors beyond intelligence.students’ motivation to do well was positively related to their performance on exams, while their anxiety about testing was negatively associated. To increase motivation, faculty can help students set goals for their learning, and to decrease anxiety, more frequent, lower-stakes assessments may help. Other “non-cognitive” factors related to performance include discipline.