Strategies for Teachers to Develop Positive Relationships
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Strategies for Teachers to Develop Positive Relationships
Prior to beginning work on this discussion, read Strategies for Teachers to Develop Positive Relationships With Students (Links to an external site.) and Principles of Effective Family Engagement (Links to an external site.).
An important step in preparing our classrooms and curriculum is getting to know our students as individuals and building a relationship that is reciprocal and characterized by trust. Rudzewicz (2019) discusses the importance of building individual connections, stating that building trust requires connecting with each child on a personal level, so that they know you care about them and what happens to them, are curious about what they think, and firm with them when they need guidance.
These things give children the emotional security they need to share with you their impressions, confidences, questions, and fears—information you can use to develop, adapt, and personalize whatever curriculum you use to best represent what your children know and do. (section 3.3, para. 32)
Notice how Rudzewicz emphasizes that knowing the students as individuals allows for designing individualized curriculum which is more aligned with their needs. In this discussion, we explore the importance of building trust with students to gain insights into how to best meet their needs in an education environment.
To prepare for this discussion,
- Read chapters 1–3 in your course text.
- Review the Week 1 Guidance.
- Read the articles Strategies for Teachers to Develop Positive Relationships With Students (Links to an external site.)and Principles of Effective Family Engagement (Links to an external site.).
In your initial post,
- Discuss at least one strategy you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.).
- Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.
- Reflect on the reading Strategies for Teachers to Develop Positive Relationships With Students (Links to an external site.).
- Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.
- Reflect on the reading Principles of Effective Family Engagement (Links to an external site.).
- Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.
Strategies for Teachers to Develop Positive Relationships
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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