Bonding With Your Students

The chapter talked about how it is our duty as teachers to bond with our students.  Some students do not always make it easy for us to “love” them, but we must do this in order to truly reach them and help them learn.  The following are a list of her definitions of bonding with students:

• Treat students and their families with respect
• Act kindly towards them
• Show that we care about them
• Listen to them
• Keep them safe
• Celebrate their efforts and accomplishments
• Know their interests and incorporate their interests into the curriculum
• Provide optimal learning conditions
• Make sure they succeed from the very first day
• Have faith in them as learners
• Value them as individuals

I also wholeheartedly agree with the following quote, “Unless we reach into our students’ hearts, we have no entry into our students’ minds.”  In addition, she says we must help our students to love coming to school and learning for their own intrinsic desire because they will not come just to learn without that.  She also says, “We cannot teach them well unless we connect with them and show them that we care about them.” 

The onus of bonding is on the teacher- it is the teacher’s duty to get students to like him or her, not vice versa.  Teachers can show bonding through facial expressions, body language, and voice.  Once she has   gotten students on her side, she can then truly begin to teach them to her fullest capability.

Like the author, I am always on the lookout for the quiet student, the withdrawn student, the one whose hand never goes up, and the disruptive child.  If I can help those students and bond with them, I know I stand a better chance of ensuring a more successful school year and hopefully I can positively impact their learning career. 

Here are some recommended phrases of encouragement and respect:

• You can do it
• You did it
• You knew it
• You figured it out
• You thought about it before you answered
• I can tell you are thinking- tell me how you knew that/figured it out
• You didn't give up- you kept trying

The author also suggests that students have a part in the deciding what goes on in the classroom. This includes rules, room arrangement, and bulletin boards.  We send students a message saying “This is MY classroom” when we make all the decisions, rather than giving the students a voice.

The teacher also suggests completing a reading review on all students to get to know them as readers.  Sometimes we make assumptions about readers.  It is important to find out about our students’ reading lives inside and outside of school. 

Here are some questions that she asks:

• Tell me about yourself as a readeR
• Do you have a favorite author?
• What was your last favorite book and why?
• What kinds of things do you like to read?
• How do you decide what to read?
• What kinds of reading materials would you like to have in our classroom library?
• Where do you like to read?
• Do you have a special place at home where you keep your books and reading materials?
• Are you a good reader?
• How would you like me to help you as a reader?

I love this quote as well- “If we want our students to be excited about learning, they need to have teachers who relish learning, who are passionate about reading and other interests, and who find the classroom an inspiring and thrilling place to be.”