TQS Reflection 1

For my first TQS reflection, I chose to reflect on how fostering effective relationships
with students impacts student participation during lessons, the amount of respect a student has
for their teacher, and how a positive classroom environment goes hand in hand with classroom
management. Ensuring that each student engages with learning material and has the opportunity
to share their thoughts and opinions, I knew I needed to create a level of comfort and safety with
the students in the classroom setting. I had to create a level of trust and bond with the students
outside of classroom time because although fostering positive relationships can happen at any
moment of the school day, I wanted to demonstrate to the students that I care about them, not
only their learning. I started by greeting the students as they entered the classroom each morning
and had conversations with them about what they did at home the night before, whether they did
any fun activities such as sports or games, and any other interests the students felt comfortable
sharing with me. During these conversations, I started to notice throughout the week and
throughout the lessons, that the students would share more about their lives and who they are as
individuals with me. This has had such a significant impact on me not only as a person but as a
learning educator who started to see how the students began to view me as an individual who
cares about them. I also began to see this impact other aspects of my day when there was an
increasing number of students who would raise their hands during lessons to ask questions or
share and when students who often did not participate in lessons began to demonstrate an
eagerness to join in all learning activities even though this was out of their comfort levels. For
me these are huge achievements, however, the goal was always to start off small by making
those short yet meaningful conversations with students throughout the day and to observe how
those conversations turn into something larger such as a gain of respect between myself and the
students. What I mean here, is that through relationships, classroom management has become
increasingly simpler to foster in the classroom. Earlier on in the practicum, I felt as if I had to
repeat my expectations numerous times, yet at this point, I can reflect on how I repeat myself
less, students follow our routines and expectations throughout the class with little reminders, and
remain focused on me for longer periods of time. I do not believe students would listen, respect,
or feel involved in a classroom environment with a teacher who showed little care about the
relationships they create with the students.

This will be a life-long goal of mine and I am nowhere near the level I desire to be with
this group of students in terms of relationship building. One main reason that I say this is because
some relationships are better than others. Undoubtedly each student has their own personality
where some students are more curious, open, and excited to share themselves with me, while
other students are more laid back, quiet, and reserved. Through reflections, I have noticed that I
need to reach out to those students more. I cannot settle with maintaining positive relationships
with only a portion of the class. Ways that I will continue to work on this is by spending more
time around those students whether that is inside or outside the classroom and offering positive
feedback whether during my lessons or my TM’s to the students who often hide within the
crowd. There are two students in particular who are extremely quiet and reserved and because of
that, I find it difficult to maintain a conversation with them. I have attempted to talk to them at
recess, however, I often get no response and because I am a firm believer that you cannot force
relationships they have to happen naturally, I do not force them to continue those conversations
with those students. What I am noticing more, is that by being present in every learning activity
that they do and by offering positive feedback or having gentle, patient discussions with them
they are beginning to open up more and more. Their engagement levels have slightly increased,
they have begun to respond when I ask them questions, and they have come to me for help rather
than to my TM. I want to be a positive presence in their day and by doing so I will continue to
work on how to foster effective relationships with each student in my classroom.