This week, I want to focus on Domain 2A, which centers around creating an environment of respect and rapport with students. To illustrate this, I'd like to share two spontaneous stories that truly made my week.
The first incident occurred in my advanced English class earlier this week. As part of my efforts to instill strong reading habits and develop reading stamina in my college-bound students, I challenge them to read a dozen independent novels throughout the school year. I've endorsed this initiative, modeled it, motivated students, and tracked their progress using a reading chart they fill out weekly. Recently, we had just completed a 72-hour "no social media" challenge, and I was curious about how it had gone for my students.
During our discussion, unprovoked, a student raised her hand and shared that she had fared well during the challenge. She proudly declared that she had "read two books" during that time and, more importantly, that she now enjoys reading because of my class. I won't deny that this unexpected praise caught me off guard, and it truly touched me. I couldn't help but smile genuinely in appreciation. It's moments like these that reaffirm the impact we, as educators, can have on our students.
The very next day, another surprise awaited me. A senior student, someone I hadn't had many interactions with since her sophomore year, approached me to discuss her college essay. She expressed her desire for my help in brainstorming and revising her essay because she believed I was "very good at writing" and "very smart." This compliment, while unexpected, felt significant. It's not about a humble brag, but rather about recognizing how our consistency and dedication can lead to genuine respect and rapport with students.
As I reflect on this week, I can't help but acknowledge the respect and rapport I've developed with students over the course of my career. I understand that I may not be respected by everyone, and I may not have strong rapport with every former student, but I know that one thing remains consistent: when students are in my class, they can rely on my consistent procedures, expectations, and care. I always tell my students that my door and inbox are open for those who wish to maintain that rapport beyond their sophomore year.
These spontaneous stories serve as a reminder of the impact we can have on our students, not just academically but also in fostering a positive and respectful environment in our classrooms. It's a testament to the power of consistency and dedication in building relationships with our students, and it's these moments that make teaching a rewarding journey.
The first incident occurred in my advanced English class earlier this week. As part of my efforts to instill strong reading habits and develop reading stamina in my college-bound students, I challenge them to read a dozen independent novels throughout the school year. I've endorsed this initiative, modeled it, motivated students, and tracked their progress using a reading chart they fill out weekly. Recently, we had just completed a 72-hour "no social media" challenge, and I was curious about how it had gone for my students.
During our discussion, unprovoked, a student raised her hand and shared that she had fared well during the challenge. She proudly declared that she had "read two books" during that time and, more importantly, that she now enjoys reading because of my class. I won't deny that this unexpected praise caught me off guard, and it truly touched me. I couldn't help but smile genuinely in appreciation. It's moments like these that reaffirm the impact we, as educators, can have on our students.
The very next day, another surprise awaited me. A senior student, someone I hadn't had many interactions with since her sophomore year, approached me to discuss her college essay. She expressed her desire for my help in brainstorming and revising her essay because she believed I was "very good at writing" and "very smart." This compliment, while unexpected, felt significant. It's not about a humble brag, but rather about recognizing how our consistency and dedication can lead to genuine respect and rapport with students.
As I reflect on this week, I can't help but acknowledge the respect and rapport I've developed with students over the course of my career. I understand that I may not be respected by everyone, and I may not have strong rapport with every former student, but I know that one thing remains consistent: when students are in my class, they can rely on my consistent procedures, expectations, and care. I always tell my students that my door and inbox are open for those who wish to maintain that rapport beyond their sophomore year.
These spontaneous stories serve as a reminder of the impact we can have on our students, not just academically but also in fostering a positive and respectful environment in our classrooms. It's a testament to the power of consistency and dedication in building relationships with our students, and it's these moments that make teaching a rewarding journey.