Pub. 5 2015-2016 Issue 1

13 To build individual relationships, a teacher must have individual interactions with students. If a student is treated as just one of the masses, the relationship (or lack thereof) will reflect it, and you’ll be left dragging students with your lasso. Yet, when treated as the exceptional individuals that they are, mutual respect and trust will strengthen, thus ditching the lasso and empowering your relationship cord. So, teachers should routinely seek out ways to interact with individual students. The following “QP” model optimizes such interactions. will reflect it, and you'll be left dragging students with your lasso. Yet, when treated as the exceptional individuals that they are, mutual respect and trust will strengthen, thus ditching the lasso and empowering your relationship cord. So, teachers should routinely seek out ways to interact with individual students. The following “QP” model optimizes such interactions. • Purposeful – Deliberately seek out opportunities for interaction. • Personalized – Take an interest in the interests of students. Find out what’s important to them and share in the joy of their individual successes. • Positive – Avoid teasing and sarcasm, as such com- ments may be misunderstood. Instead, compliment, uplift, and celebrate together. • Professional – Avoid all semblance of foul play. All personal interactions should be done with the distinct feel of an interested mentor. So, how exactly can we employ QP interactions? The simplest and easiest example would be a brief hallway con- versation. You pass a student in the hallway in the morning, stop, smile, recognize a recent accomplishment, inquire about a project in another class, and leave with a high five and an encouraging, genuine compliment. If your boss did that for you, would that not create greater trust? When your principal shows interest in you and provides encouragement, does that not motivate you to follow? Now, imagine having such interactions regularly. Also, imagine witnessing your boss having such interactions with your friends and colleagues. Wow! It's not a cure-all, but it's certainly a giant step towards lasso burial and cord construction. So, we've got the hallway conversation, but what else? What about an in class compliment? "Now Sarah here, have you seen her project? Yeah, we just might have the next Einstein in our midst." A short, personal note stealthily dropped on a student's desk? "Kaden, I'm so impressed with your creativity! Thanks for doing your best and sharing your talents with the rest of us. Your Diligence = Lots of Learning. Keep it up!" A postcard mailed home addressed to the student but inevitably seen by the parents? "Kenzie, thanks for always being dependable and reliable. I can always count on you to complete your work and give it your all. Your parents must have done something right!" A direct parental contact (text, email, phone) for the sole purpose of complimenting their child? "Mrs. Chambers, I wanted to let you know how well Matt is doing in my history class. His ideas are constructive and his contributions are meaningful. Thanks for sending me such a good one!" One small warning. QP interactions must done genuinely. If you're faking it, they'll know, and you'll accomplish the opposite of your desired effect. If you struggle coming up with a genuine compliment for a student (because, well, we've all got those), use a fifth P - Planned. Pre-think your QP interaction, then create an opportunity to deliver it with sincerity. It'll be well worth your time. Such small, insignificant efforts pay drastic dividends in the ultimate goal of student success. You'll no longer be like Mr. Frampton, painfully dragging your students along with the extrinsic motivators of coercion, bribes, and wishful pleading. With each QP interaction, you cast out a cord, a relationship cord, of which students are bound to catch hold. And when they do, they'll eagerly follow with each gentle tug. For more helpful tips visit www.teachertalesblog.com