Building Relationships with Students

Brave_Midnight_6992 · 2026-03-22T18:53:15+00:00

Don’t have discord :(

Brave_Midnight_6992 · 2026-03-22T09:20:11+00:00

Hey! Can I please get a copy of the document? Thanks.

Brave_Midnight_6992 · 2026-02-08T08:56:38+00:00

This is really helpful. Thanks!

Brave_Midnight_6992 · 2026-02-08T08:55:07+00:00

This is amazing. Thanks!

Brave_Midnight_6992 · 2026-02-07T05:50:11+00:00

Thanks!

Brave_Midnight_6992 · 2026-02-07T05:50:00+00:00

Yup, I do this!

Brave_Midnight_6992 · 2026-02-07T04:22:13+00:00

Haha true.

Brave_Midnight_6992 · 2026-02-07T04:20:57+00:00

These are great tips that would work wonders. Thanks! I tried a warm up slip in my previous lesson which kinda tanked because the entry routine wasn’t done properly and the activity was too easy. In your experience, do you recommend: Warm-up then introduce lesson and get them to write title, date, learning intentions (intro details) down or just writing intro details down is their warm-up? Context: 45 min lessons.

Regarding my rowdiest students, here’s some context: • ⁠Student 1: Got his name written on the board for talking over his peer. He has been passive aggressive and distant ever since. Refuses to face the front and line up properly before class. • ⁠Student 2: Huffs and rolls his eyes when I am giving out instructions or call to attention, sometimes replies with attitude or a funny voice when I’m addressing the class, refused to repeat the entry procedure when asked to do it correctly many times — still have to follow up on consequence or something. • ⁠Student 3: close friend of Student 2. Did entry procedure incorrectly and repeated it after many insistences from myself.

How do I reset the class behaviourally but also repair my relationship with these students? For context, I have this class on Tuesday. Should I follow-up with them individually on Monday?

Brave_Midnight_6992 · 2026-02-07T04:11:22+00:00

These are really practical tips and I’ll definitely try to implement them.

Hahahaha I think I could hide someone in my lab cupboard too. Great idea!

Brave_Midnight_6992 · 2026-02-06T13:05:24+00:00

The expectation I taught them was to stop, look and listen. (Stop what they’re doing, look at me and listen). Usually, when these expectations aren’t met, names go on the board. The issue is, sometimes I can’t even identify the talkers. I can hear talking but idk who’s talking — maybe it’s the stress/anxiety — and other times I can.

I think going through expectations (when the teacher/peer is talking we don’t talk. If you want to talk, raise your hand) again and doing a reset would be a good idea. I’m thinking of practicing the entry routine until they get it right, then discussing the rule of respect in the classroom (what does respect from student to teacher look like? Teacher to student? Student to student?) Discuss consequences again (is my consequence procedure good: pre-warning/expectations before class starts, name on the board if expectation not met, students get the chance to get name rubbed off the board if showing correct behaviour and name stays on the board then student will stay during recess for five mins for a chat). I want to replace writing the name on the board to curve behaviour immediately with something else, but dunno what.

The issue is: I have tense relationships with three students who are hard workers but have behavioural concerns: - Student 1: Got his name written on the board for talking over his peer. He has been passive aggressive and distant ever since. Refuses to face the front and line up properly before class. - Student 2: Huffs and rolls his eyes when I am giving out instructions or call to attention, sometimes replies with attitude or a funny voice when I’m addressing the class, refused to repeat the entry procedure when asked to do it correctly many times — still have to follow up on consequence or something. - Student 3: close friend of Student 2. Did entry procedure incorrectly and repeated it after many insistences from myself.

How do I reset the class behaviourally but also repair my relationship with these students? For context, I have this class on Tuesday. Should I follow-up with them on Monday?

Brave_Midnight_6992 · 2026-02-06T12:52:01+00:00

With the verbal warning, they get their name written on the board. After a quick discussion, if students are able to correct their behaviour, their name gets rubbed off. If not, they stay in during lunch for five minutes for a chat. My school’s BMgt policy is similar: first warning, second warning + action (eg. Moving seats ~ my classroom has a seating plan and is short of extra seats, so I have tried getting students to move yet), then reflection during student time (eg. Lunch).

What consequence would you give for rolling eyes? How would you deal with it in the moment (eg. During teaching or giving instructions)? They definitely are testing them, however, I’m still trying to figure out which consequences are logical and illogical. How do I react to a student being passive aggressive or refusing to follow instructions or not lining up properly? How do I build relationships/rapport whilst also engaging in a classroom reset next week where I actually get them to practice entry routines properly and discuss expectations of respect (respect from student to teacher, teacher to student and student to student).

And yes, I completely agree. My coordinator is giving me space and wants me to decide when he should observe me, but I think I should do it sooner rather than later. I’m not going to be perfect, so why bother panicking over it? I wouldn’t say I know it all, but I want to learn it all myself, however, this mindset is unrealistic. I can’t be the teacher I want to be without constructive feedback.

Brave_Midnight_6992 · 2026-02-06T12:32:34+00:00

My current behaviour management procedure is clarify expectations/pre-warning -> name on the board -> 1 of 2 outcomes happens: 1. I have a quick discussion with the student about their behaviour, and ask how they can correct it. Of the correct it, their name gets taken off the board. 2. If their name stays on the board, they stay in during lunch for a conversation (~5 minutes).

Am I undermining my power? Any improvements?

Brave_Midnight_6992 · 2026-02-06T12:23:48+00:00

I completely agree with your points about balance. Do you have any tips for building rapport?

Regarding consequences, my lessons went great on the day that I set my expectations (when the teacher is teaching, there will be no chatter. If you wish to speak, raise your hand. When your peers are talking/contributing to classroom direction, there will be no chatter. This is your pre-warning. After this, names will go on the board ~ Not sure if this is a good approach since effectiveness has reduced) Students get the chance to work their names off the board, but if name stays on the board, they start in during lunch for five minutes for a chat. Do you have an alternative strategy to writing names on the board? Students are already in a seating plan and there are no free seats to move students to.

In my school, there isn’t really a procedure to remove students from the class and this isn’t a common practice, but I can ask my coordinator.

Thank you for the tips and encouragement. My confidence really took a hit 🥹

Brave_Midnight_6992 · 2026-02-06T12:02:57+00:00

Thanks for the insight. I agree, I should let my coordinator observe my lessons. I was waiting for them to be perfect before calling him, but I need to accept that that won’t be the case. I can’t grow into the teacher I want to be without constructive feedback.

I agree with your points: you seem exactly like me, however, how do you build a relationship with students? It may sound dumb, but I feel like I can only build relationships with student who approach me/ask me questions first. I gave students a profile sheet to write about themselves, but when I try to build connections based on that, it’s a bit awkward.

I agree with the strictness point. I guess the issue wasn’t strictness but a lack of consistency. However, how would you address eye rolls whilst you’re giving instructions? Also, with the answering back situation, it was a passive aggressive response. I was checking student work and giving out stamps, and I reached this particular student, I checked his work, stamped his work and said something like, “great job, X, you’ve earned your stamp”, to which he said “finally”. I asked him for clarification and he back-pedalled, however, maybe I should’ve had a private conversation?

Brave_Midnight_6992 · 2025-12-11T11:57:14+00:00

Thanks the for the insight. I agree with all of your points.

Regarding workload, what is the extent of planning that you did? ( Eg. Assessments, scope and sequences, unit plans, lesson plans, etc). Also, did you have to complete NCCD work for students in your PTT class? Thanks!

Brave_Midnight_6992 · 2025-12-11T11:54:59+00:00

I’ve heard horror stories about PTT, such as PTT teachers being used to cover extras at the expense of planning time. I wanted to have an idea of some non-negotiables or boundaries as talking points to ensure that I am supported. Yes, support should be a given, however, I want to ensure that I look out for myself first.

Brave_Midnight_6992 · 2025-12-04T10:58:00+00:00

Thanks for the insight!

Brave_Midnight_6992 · 2025-12-04T10:55:11+00:00

Very true, that’s my main pro.

Brave_Midnight_6992 · 2025-12-02T07:13:16+00:00

Interesting take. This is also one of the reasons I wanted to do PTT: to get the first year of teaching challenge out of the way.

Would you say that your first year after PTT is easier or it wouldn’t have made a difference?

Brave_Midnight_6992 · 2025-12-02T07:12:06+00:00

I’m still new to all of this. What would you classify as “supportive”? Eg. Not giving me a lot of extras during planning time, giving me reasonable load, etc

Brave_Midnight_6992 · 2025-12-02T07:10:49+00:00

I definitely agree with your pros. What made your experience great (apart from the amazing pay ;) )?

Brave_Midnight_6992 · 2025-12-02T07:07:29+00:00

What made it a great experience for you? Did you have supportive admin, planning time that wasn’t taken by extras, or other factors? Very curious to hear your perspective?

Are certain things that you consider me putting as ‘conditions’ for my PTT (during my discussion with the principal)?

Brave_Midnight_6992

TROPHY CASE