The simplest way to encourage positive relationships is to just be polite. By taking the time to say good morning to the staff, complimenting on and thanking them often for their hard work, inquiring about their families or how their weekends went, asking them how they would solve a problem or what they think about an idea – all of these actions show that you care about each one as a person and it will encourage a positive working environment. Another simple way an administrator can encourage positive relationships with the teachers is to share his or her own knowledge and experiences – both successes and failures. This simple act can strengthen the bond and trust between the teacher and the administrator.
Being approachable is another way a supervisor can encourage positive relationships. By working at making sure there is trust and openness between the teachers and oneself, an administrator will have made it comfortable for the teachers to come to him or her with any requests, concerns, ideas, or grievances. Plus, by ensuring one is not just delegating, but also being hands on and taking on work too, then the administrator has set an example to all the staff that all work is important and that he or she is willing to take on tasks and challenges as well.
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Remembering that teachers have a life outside of school, not placing unnecessary work on them, letting then have their requested time off when feasible, being practical in setting timelines and deadlines, etc. All of this shows staff that you are considerate and that you care for them. This in turn will improve the working relationships and the productivity of the entire staff. Finally, when you do have to criticize a teacher, because mistakes are going to happen, a good supervisor will try to understand the reasons behind it first, and then give constructive feedback and show them a more effective way to do
In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth. Ultimately, no teacher in any building became a teacher without being a leader first, and as I have looked back on my own past upbringing through scouting by other educators, I see the outpouring of wealth of experience from those teachers just waiting to make a
Students need to be able to come to school, feel welcome, and receive the best education that their teacher can provide. To be able to do this the principal needs to make the decisions that supports his/her school. Principals need to be role models and responsible decision makers. Policies and procedures need to be updated regularly and should be reviewed by multiple parties.
They team should respect the position of the head teacher who bears ultimate responsibility for the success or failure in pursuit of both the schools aims and requirements of government departments. The head teacher is the leader shared among the senior management and beyond in the case of curriculum and responsibilities.
It is human nature to bond and build relationships, positive and negative. The next way to develop effective teachers and leaders is by eliminating poor teacher distribution. The balance of experience in schools is not always
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
...hile it is important that the administrator monitor the amount of money spent and the amount of money to be spent, he/she is not responsible for the overall account of the budget. Most schools employ a secretary to handle the accounting duties. This person writes the checks, makes deposits, and balances the general ledger. They are also responsible for providing paperwork when audited.
To be sure, the successful administration of the school rests on the teacher to teach the children in the prescribed ways. The teacher would, of course, be the
As an administrative leader, I will seek to encourage, appreciate, and understand my colleagues, faculty, staff, and students. I will set high standards, be the first to adhere to them, and find the tools and knowledge to improve as well as help others to do the same. Through constant assistance, appreciation, and collaboration, I will help our school will be the best place it can be for learning, growing, and giving.
Did you know that there are more people who are single than are married? Many people want to be single than in a relationship at all. I bet one reason...for that is because people do not know how to have a healthy alliance and it does not work out. This is one thing that I would hope to assist with. Having a healthy relationship is always the key to have long-lasting acquaintanceship.
Just from what I seen from this experience it seems like teachers would make my supervisors job unnecessarily difficult. There were never any major issues, but it would be just little things that could be completely avoidable if the teachers would just follow instructions provide by my supervisor. A common incident would be when gathering I-STEPS they would never be in alphabetical order when it could take the teacher not more than a few minutes to do that for us. If all the teachers did this then what would have taken them a few minutes takes us a minimum of at least thirty minutes to an hour due to the number of students out of order. The students love working with me and my supervisor and always stop by to say hello and usually small talk about each other’s day. I have to clarify though that not all the staff/facility were ungrateful. There were just a few incidents I noticed during this experience that showed me that guidance counselors should be a little more appreciated because they work as hard, if not harder than anyone in the building.
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the
As humans, we are constantly building relationships with others and meeting new people, but sometimes it 's hard to maintain a relationship with another person, when only one person is engaged in it. All healthy relationships or friendships should be based upon the concepts of caring, supporting, and spending time with each other, and if one person is not able to provide these concepts towards the other person, then the relationship quickly becomes one-sided.
One of the most effective ways teachers are able to manage a classroom is through developing positive relationships with students (Emmer & Evertson, 2013). When students feel they are valued and cared for by their teacher, they are much more likely to comply with rules and procedures. A classroom teacher has the great responsibility and privilege to be around students for up to seven hours per day, five days per week for around nine months and during that time, teachers must work to develop positive teacher-student relationships with each student (Boynton & Boynton, 2005). When students are able to experience healthy relationships with their teachers, they grow personally and are self-motivated and achieve academic success (Tassione & Inlay, 2014). There are a number of ways to enrich these relationships and they are all initiated by the teacher. While there are many ways teachers will find to develop teacher-student relationships, only a select number of them will be discussed here.
Each relationship is different and each teacher has his or her own way with students. I have seen from a distance that for the most part students have great respect for teachers and therefore get respect in return. A couple of teachers expect respect, and since it is not earned, students do not always give it. I live by the thoughts that I have to earn the respect of the student body and model behaviors for them. The relationship I build with them is up to me, but in order for great things to happen, I need to foster individual relationships and show that I care.
It takes a knowledge base and an innovated mind to succeed in a competitive society. Preparing to succeed starts in early education programs where students learn discipline, structure, and organization in a safe learning environment. A teacher's positive relationship, high expectations and confidence in students allow for students to learn in an environment that is conducive for learning. Varied student activities and instructional methods arranged for students to engage in, allows for individuality, growth and a quality education. School administrators have an important role in their community. Their professional behavior must be respected and their leadership must be accepted by those that they serve. They follow the National Association of Elementary School Principals and National Association of Secondary School Principals (NAESP/NASSP) ethical code of behavior. This ethical code helps to assist the profession in protecting those deserving its protection. It also helps to raise the confidence and conscience of administrators on behavioral issues. Fundamental ethical principles are always present to guide administrators in confronting, predicting or defining situations. The administrator serves in a public school. He/she is responsible for providing educational opportunities to all and displaying exemplary professional leadership. The motivational factor for the educational administrators is to do what is best for the student. This is important because students are the future of our country.