5 minute read
Where to Go From Here
Where to Go From Here
Building relationships with students is central to the art of teaching, whether in person or online. As Carl Jung (1981) notes:
One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. (p. 144)
Or, as comedian Lily Tomlin puts it, “I like a teacher who gives you something to take home to think about besides homework” (Wagner, 1995, p. 32).
Reflect on the tips in this chapter. To what degree do you currently achieve the goal in each tip? Are there some tips you are interested in using in your classes? How would you implement them? Figure 2.3 has space for notes on your reflections.
Tips in This Chapter To What Degree Are You Already Following the Tip?
Your Plans for Implementing the Tip
Take the time (don’t take shortcuts).
Be interested, and be interesting.
Remember the three types of relationships in a class. Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Help students get to know your stories.
Help students get to know your surroundings.
Help students get to know your stuff.
Know your students’ interests.
Make a student your cohost. Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Figure 2.3: Reflection chart for chapter 2.
continued
Tips in This Chapter To What Degree Are You Already Following the Tip? Your Plans for Implementing the Tip
Show up. Already nailing it! Following it some but should do more. Not following it at all but should try. Not following it at all and not interested.
Visit go.SolutionTree.com/technology for a free reproducible version of this figure.
If you want to go beyond the tips in this chapter and dig deeper into building student relationships, there are several books that translate academic research on student-teacher relationships into strategies and techniques for classroom use. Three examples to consider are as follows. 1. The On-Your-Feet Guide to Building Authentic Student-Teacher Relationships by Dominique Smith, Douglas Fisher, and Nancy Frey (2019) is a six-page loose-leaf guide showing teachers how to implement techniques that research has shown to improve studentteacher relationships. The three authors are from the Educational Leadership program at San Diego State University. 2. In Building Bridges: Engaging Students at Risk Through the Power of Relationships, Don Parker (2019), an experienced principal from Illinois, focuses on ways to build relationships with students at risk. 3. Youth Culture Power: A #HipHopEd Guide to Building Teacher-Student Relationships and Increasing Student Engagement by Jason Rawls and John Robinson (2019) presents the research and science behind Rawls and Robinson’s philosophy of using hip-hop culture as pedagogy. There is an accompanying hip-hop album as well—Youth Culture Power. Rawls and Robinson are both educators and entertainers, and together, they form the hip-hop duo Jay ARE.
101
TIPS FOR TEACHING ONLINE
When schools around the world announced plans to shut down and switch to remote learning, many teachers were left scrambling. A move to virtual learning meant teachers had to implement new online platforms, new workspaces, and new ways of communicating and connecting with students no longer in front of them. Author Alex Kajitani’s 101 Tips for Teaching Online: Helping Students Think, Learn, and Grow—No Matter Where They Are! features succinct, practical tips to help any teacher make the most of online teaching. With research-based advice relating to student engagement, classroom management, assessment, self-care, and more, this book provides accessible strategies that will help educators streamline the virtual education process and create a healthier learning environment for both students and teachers.
K–12 teachers will:
• Learn to present well on camera and keep students engaged • Nurture an online classroom community committed to learning, equity, and comradery • Incorporate best practices for online instruction • Implement virtual assessment strategies to maintain academic integrity and growth • Apply self-care practices to avoid burnout
Visit go.SolutionTree.com/technology to download the free reproducibles in this book.
“101 Tips for Teaching Online is a one-stop shop experience for the online teacher! The book provides a concise, quick, and easy-to-read compilation of online teaching tips and tricks, featuring a wide range of examples, student quotes, and teacher testimonials. Covering multiple subject areas and gradelevel applications, the tips are simple, clearly articulated and explained, and easy to implement.”
—Rachel Swearengin
Fifth-Grade Teacher, Manchester Park Elementary School, Olathe, Kansas
“The tips Alex Kajitani presents in 101 Tips for Teaching Online are practical, ready to go, and ready to use. This book will appeal to teachers; but parents, administrators, and technology coaches could also support its ideas. With simple and ready-to-implement material, virtual teachers will be confident in their ability to carry out next steps.”
—David Pillar
Assistant Director, Hoosier Hills Career Center, Bloomington, Indiana
