creating positive peer relationships

Creating Positive Peer RelationshipsED 401.01Classroom ManagementDr. Hayal Köksal

1

Table of Content

➔ Who are we?

➔ Gantt Chart

➔ Chapter Review

➔ Literature Review

➔ Matrix Diagram

➔ Statement of the problem

➔ Fishbone

➔ Survey & Results

➔ Recommendations

➔ References

➔ Thanks

Who are we?&Gantt Chart

Fatma Betül Kaplan Elif Yurt Hatice Kübra Koçdeveci

Hande Gül Gökçe Gülüzar Öksüz Refia Candan

Chapter Review

Chapter Review• Example: A teacher contacted with one of the authors as he was frustrated with

– Students’ unwillingness in the discussions,

– High absenteeism in the class,

– Students’ submission of incomplete number of assignments.Q:So, what might be the reason for this problems the teacher confronts?

(Cont’d)

When asked if the students know each other or not, the teacher states that he thinks the students are well acquainted because they’ve been taking this class for nearly a semester.

However, students’ behaviors suggest that they feel some discomfort.

• People usually experience discomfort in places where they knew few people or

nobody at all.

• Students also experience similar feelings.

• To minimize this , the teacher should develop a positive, safe, caring classroom by

implementing some certain activities.

Q: Why is creating positive peer relationships and a safe and supportive learning community important?

– To develop an appreciation for the value of all individuals,

– To improve academic performance,

– To decrease percentage of ‘racism, harassment and stereotyping’,

– To learn patience and compassion.

• Students’ feelings and behaviors are significantly influenced by their classmates. And the type of relationship, positive or negative, affects:

– academic aspirations and school behavior,

– being productively involved in the learning processes,

– achievement through cooperative learning activities,

– feeling of safety, belongingness, respect for others and self-esteem.

• Creating a classroom group to function in supportive, safe, goal-directed manner; the teacher should implement activities enabling students

– to know each other,

– to develop feelings of being included,

– to create diverse friendship patterns.

• Group Development Stages– 1st Stage: Dependence Stage

– 2nd Stage: Inclusion or Orientation Stage

– 3rd Stage: Dissatisfaction or Control Stage

– 4th Stage: Resolution or Norming Stage

– 5th Stage: Production Stage

– 6th Stage: Termination or Adjustment Stage

• The Importance of Group Work

– Developing group skills and a sense of group cohesiveness,

– Promoting higher level thinking,

– Enchancing academic achievement.

• Preparing Students for the Workplace and Community Life

• The Issue of Self-Esteem

– Self-esteem is not a cause but an outcome of positive interpersonal experiences.

Literature Review

• As Bovey and Strain (2004) suggest, peer interactions are essential in that they serve some important roles for students.

• Sharing, solving problems, and collaborating

• Building friendships that promote positive social and emotional development

• Stronger friendships more actively involvement in classroom activities

• Wang et al. (2014) have made a research in China to investigate the relationship between teacher support and peer conflict resolution.

• Teacher support directly affects student conflict resolution that facilitates student well-being.

• Teacher’s role in peer-peer relationship

Matrix Diagram&Fishbone

Teacher Based Factors

Student Based Factors

School Based Factors

Culture Based Factors

Betül Kaplan 7 6 5 4

Gülüzar Öksüz 7 5 6 4

Kübra Koçdeveci

7 6 4 5

Refia Candan 7 4 6 5

Hande Gül Gökçe

7 6 5 4

Elif Yurt 6 4 7 5

Total 41 31 33 27

Percentage % 31,2 % 23,4 % 25 % 20,04

Survey&Results

Recommended Activities

I.Acquaintance Activities

Acquaintance Activities

• A party

– You know very few people there

– You know everybody there

• Students also experience similar feelings.

• Thanks to acquaintance activities, a wider range of peers will be accepted and supported.

• Further, the likelihood of being bullied, and isolation will be decreased.

• The Name Chain

• Bingo

• Interviews

• Guess Who?

• T-Shirt

Acquaintance Activities

I.The Name Chain

• An effective method for helping students learn each other’s name

• Each person saying his or her name and something about himself or herself

http://www.resilience.org/stories/2010-09-24/green-school-viewof-dignity

II. Bingo

• For upper elementary and middle school students

• Each student completing a brief self-information sheet

• Things about special interests, pets, hobbies, etc.

• Place one interesting piece of information about each student in each square of a bingo card

• Each student is given a bingo card and walks around to find the people associated with each square.

http://www.allensteachingfiles.com/2012/08/get-to-know-you-activities-beautiful.html

III. Interviews

• Often foster new friendships and feelings of self-importance

• Can be used in the classroom in many ways

http://blog.ted.com/how-stories-can-transform-a-classroom-storycorps-interviews-affect-both-students-and-teachers/

• Having students list ten questions

– What is your favorite color?

– Do you like your first name? If not, what would you change it to?

• Each student choosing a person whom they do not very well

• Using the questions, students try to learn as much as possible about their partners

III. Interviews

IV. Guess Who?

• An opportunity for students to see how well they know their peers

• Students writing brief statements about themselves which can be about their personal histories, family, hobbies, and so forth

• Teacher collecting all the statements

• Teacher reading the statements while students writing the name of their friend who they believe wrote that desription

• After all the statements have been read, teacher rereads them and asks the authors identify themselves.

• Students check whether they made the correct choice.

https://www.teacherspayteachers.com/Product/Beginning-of-the-Year-Ice-Breaker-Smart-Board-Game-Guess-Who-300490

V. T-Shirt

• Students designing a T-shirt they could wear to the school that would help others to know them better

https://www.pinterest.com/pin/63894888436543278/

II. Activities for Establishing a Cohesive, Supportive Group

II. Activities for Establishing a Cohesive, Supportive Group• Group cohesiveness refers to the extent to which a group experiences a

sense of identity and oneness.

• Positive feelings about being a group member are developed by making the group attractive through activities.

• Most effective when introduced at the beginnig of the year

• Activities for Elementary School Classrooms

– Ways Of Having A Happy Classroom

– Classroom Arrangements

– Class Spirit

– Class Pet

– Photo Album

– Special Days

– Service Projects

II. Activities for Establishing a Cohesive, Supportive Group

• Activities for Secondary Classrooms

– Five Square

– Using Base Groups

– Paraphrasing Passport

1.Activities for Elementary School Classrooms

• Ways of Having a Happy Classroom

– Focusing on the positive qualities of a classroom

– Listing things students can do to make the classroom a happy place

• Classroom Arrangements

– A comfortable classroom environment enhancing students’ motivation

– Providing opportunities for increasing thier sense of competence and power

• Class Spirit

– Establishing a class spirit that creates a bond among the students

– A class animal, name, flower, insect, song, flag, color, game, cartoon character, so on

– E.g. Singing the class song at the close of each week

• Class Pet


• Photo Album

– Capturing moments in the classroom

– An effective means of reinforcing a sense of identity and creating positive feelings about the class

• Special Days

– Assigning special days allowing students to have some influence over their environment


2. Activities for Secondary Classrooms

• Five Square

– This activity involves cooperative work of the students to reach a goal without speaking but observing group members.

– Groups of five

– An envelop containing pieces for forming squares for each person

– No speaking

– No signal

– Members may give the cards to others

• Paraphrasing Passport

– Method for helping students listen effectively to their peers.

– Prior to providing a response, first paraphrase the statement made by the previous speaker.


• Using Base Groups

– Method for creating positive, supportive peer groups in the classroom throughout the term or for the whole year.

– Support each other, heterogeneous with regard to gender and ethnicity or academic achievement.

– Meets several times a week for 5 to 15 minutes to check on everyone’s content mastery and progress.


III. Activities for Enhancing Diverse Liking Patterns

III. Activities for Enhancing Diverse Liking Patterns• To increase the likelihood that all students in the classroom

will be liked and accepted by their peers.

•Students pay special attention to the nice things people say and do.

•Whenever they see something nice being done, have students write down what happened on a leaf made of green paper and pin it to the tree.

Jones, V. F. & Jones, L. S.(2007).

1. Good Deeds Tree

http://www.clker.com/clipart-tree-12.html

• Teacher prepares a list of class for each student and give them numbers.• Every week students write letter that are positive and have compliments.• At the end of the year they have letters from all class. Teacher makes a book of them.• Teacher should talk about respect, compliments and manners as lifelong skills.


2. Compliment Chart and Books

3. Secret-Pal Books

• A strategy for increasing positive communication.

• On Monday, each child draws the name of another student. During the week, the students observe the nice things that they see their secret pals doing and write these in their secret-pal books.

• They can decorate the book with pictures.

• On Friday, students reveal their secret-pals and present them.


B raveR esponsibleI nterestingA thleticN eat

4. School Climate

• Quality of life in the school also affects the teachers’ and students’ attitudes and behaviour.

• In their study Goodlad (1983) reported that schools differed very little in the type of instruction found within class. However, differences in student achievement were found.


• “I have used the adjectives, ‘healthy’, ‘satisfying’ and ‘renewing’ to

describe schools in our sample that pay more than average attention to

the quality of interactions among those inhabiting the school and to the

physical and social context in which those interactions occur… Schools

differed in their ability to create an academic ambience, but the

differences appear to be more related to school and classroom climate

factors than the methods of teaching per se.”

(Goodlad, 1983, p. 555 in Jones&Jones, 2007)

So...

A central aspect of a positive school climate is mutual trust

respect being developed between all adults who support the

students’ educational experience.


School Climate

Peer relationships

Teacher- teacher

Teacher-administrator

Educator-caregiver

Teacher-student relationship

Other Recommendations

Activities for Creating a Positive School Climate• Taking pictures of students (including those with a history of school

problems) involved in positive behaviour. Enlarge these and post them in the hallway.

• Involve students in beautifying the school. Plant flowers around the outside of the school.

• Set aside some time each day or week when everyone in the school stops what they are doing and reads quietly.

• Encourage the school staff to write notes to their collegues whenever they observe a collegue involved in an especially helpful or thoughtful interaction with a student or staff member.

Issues Related to Peer Harassment and Bullying

• Physical aggression, verbal abuse, nonverbal gesturing, spreading rumors..

• Bullying has a strong negative effect on students’ ability to feel comfotable and be successful at school.

• Bullied students may suffer from anxiety about their own safety and may experience guilt about not having prevented or stopped the process.

• Bullies are more likely to underachieve at school and are at risk for higher rates of criminal behaviour after leaving school.


Kauffman (1997) describes features of effective programs :

• A school climate characterized by a warm, positive, supportive school atmosphere in which adults set clear and firm limits on unacceptable behavior

• Continous monitoring and surveillance of student activities in and around the school. • Adult mediation of student interactions and assumption of authority stop bullying

when it is observed. • Disscussion of the issue of bullying with bullies, victims, parents and neutral students

(nonparticipants) to clarify school values, expectations, procedures and consequences.


References

Imece circles by Hayal KöksalKauffman, J. (1997). Characteristics of emotional and behavioral disorders of children and youth (7th ed.) Upper Saddle River, NJ: Merrill/ Prentice Hall in Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon.

Goodlad, J. (1984). A place called school: Prospects for the future. New York, NY: McGraw Hill in Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon.

Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems , 8th edition. Boston: Pearson/Allyn & Bacon.


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Thanks to Dr. Hayal Köksal

creating positive peer relationships

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