I Am a Teacher, I am a Text | Prizmah: Center for Jewish Day Schools
Share the best teacher quotes collection with wise, funny and motivational quotations Any good teacher knows how important it is to connect with students and. In this season of midterm grades and parent-teacher conferences, here are 40 quotes about education to help motivate and inspire. Quotes About Student-Teacher Relationships. Love is a better teacher than duty. ~Albert EinsteinTweet. Holding high standards.
Ideally, children would hear this from their parents, but the sad truth is that is not always the case. Teachers have the unique opportunity and privilege to communicate daily to a number of students that they believe in them. What a gift to be able to be that significant adult in even one student's life.
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Using this strategy might lead a teacher to say this to a student: You've been working very hard on remembering to write down your thinking as you solve math problems, and I know you can transfer that skill to this test. I'll check back with you later. Once again, this is a positive relations strategy as well as an instructional strategy. You can also let students know that you have positive expectations for them by referring to past successes Kerman et al.
When you tell a student that you know he will behave appropriately at recess because he was successful yesterday, you help build confidence in the student and increase his chance for success. And after a student demonstrates good behavior or academic achievement in a specific situation, telling her you knew she would be successful Kerman et al.
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Students need to know that their teachers respect them and have confidence in them. Using these different strategies to consistently communicate your positive expectations will work wonders. We challenge you to begin using one or two of these strategies today to build high expectations and positive teacher-student relations. Correcting Students in a Constructive Way Correcting and disciplining students for inappropriate behaviors is a necessary and important part of every teacher's job.
However, it doesn't have to be a negative part of your job.
In fact, you can actually build positive relationships when you correct students. If you don't believe this, think for just a minute about students you have had in the past who came back to school to visit you. Often it is the students who were the most challenging and with whom you had to spend the most time who continue to visit you over the years. This is due to the positive relationships you developed with them. The goal in correcting students should be to have them reflect on what they did, be sorry that they disappointed you, and make a better choice in the future.
I'm going to be sure I don't get caught next time. If you allow students to keep their dignity, you increase the chance that they will reflect on their behavior and choose their behaviors more wisely in the future.
The correction process will be counterproductive if students are corrected in a manner that communicates bitterness, sarcasm, low expectations, or disgust. The goal is to provide a quick, fair, and meaningful consequence while at the same time communicating that you care for and respect the student.
Steps to Use When Correcting Students Review what happened Identify and accept the student's feelings Review alternative actions Explain the building policy as it applies to the situation Let the student know that all students are treated the same Invoke an immediate and meaningful consequence Let the student know you are disappointed that you have to invoke a consequence to his or her action Communicate an expectation that the student will do better in the future Imagine that Johnny hit Sam because Sam called his mother a name.
This is how you could put these disciplinary steps in place: Discuss the incident with Johnny. Begin with fact finding to be sure that you are appropriately correcting the student.
The worst way to affect teacher-student relationships is to unfairly discipline a student. Identify and accept the student's feelings. Passport — students are given time to create a passport about themselves, including relevant information and at least one piece of memorable information that will stick in the minds of others.
Student teams - putting the students in teams creates a pattern in your mind of where they sit.
It is similar to a seating plan but letting the student compete with their groups makes it seem more like an activity. Unforgettable Neighbour — have the students work in pairs or with partners and share a memorable fact about each other. Adjective Name Game — similar to the unforgettable neighbor activity, students work in pairs but have to come up with an interesting adjective that starts with the same letter as their first name, ie: Meticulous Miranda, Artsy Anna.
Seating Chart — creating a seating chart allows the teacher to quiz himself about which student sits where and forces the teacher to make the mental connection. Body Language Factors of which to be Aware Smile!
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Show the students you are happy to be there and to see them. Move around the classroom — as students get used to your presence, they will feel less intimidated by you and will be more likely to interact with you voluntarily Make eye contact — this shows a sense openness, honesty and caring Gestures — using lively and animated gestures demonstrates friendliness and that the teacher is involved in the material.
Be aware of student discomfort — certain students will feel really uncomfortable with teacher proximity or excessive eye contact. Get to know who these students are so they can be given the space they require in order to feel safe and respected.
As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. Palmer, The Courage to Teach: At heart, however, the greatest impact we have upon students is through the way in which we model Jewish life to them. While many educators choose to teach in Jewish day schools because of their love of Jewish texts, our Jewish tradition and educational theory suggest that we are the most important text studied in our classrooms.
What we need more than anything else is not textbooks but textpeople. It is the personality of the teacher which is the text that the pupils read; the text that they will never forget.
I Am a Teacher, I am a Text
The modern teacher, while not wearing a snowy beard, is a link in the chain of a tradition. He is the intermediary between the past and the present as well. Yet he is also the creator of the future of our people. He must teach the pupils to evaluate the past in order to clarify their future.
As a result, when Jewish educators think about their educational vision, they must recognize that who they are as a person will teach lessons the students will notice, analyze and remember.
Over time, however, I began to see how common interests and the totality of who I was as a human being provided the trigger for us to engage in a deeper learning experience.
It is the reciprocity of evocation and response which constitutes a genuine interpersonal relationship.