My current level of Teacher-to-Student interactions is average, and I’m doing my best to learn from the positive and negative interactions I’ve had. In one example, a student in my Special Education Resource Room was sleeping in class for several days in a row. Each time I found him sleeping in class I would raise my voice or stop class to wake him up.
I think this interaction was negative in the end because it only served to frustrate me and the student and draw negative attention to him. I could have made it more positive by speaking with him privately about what outside reasons may have been contributing to his behavior and discussed more positive ways to help.
I have several strategies for preventing and reducing stress in the classroom. First, I clearly discuss and display the expectations for student and teacher behavior. I remind the class of the expectations weekly and my students are very familiar with both the positive and negative behaviors and can identify examples of each. They also know that there are teacher expectations, and as high school students they are more aware that I also have rules to follow and expectations to meet.
I can use two strategies to develop relationships with my high school Special Education students. First, I can take the time to talk with them about their interests and activities outside of school. This will help me relate class material to their personal interests. Second, I can attend and organize events that invite their families to the classroom. It’s important that I have positive relationships with my students’ families to build rapport and learn more about them.