Poor adult interactions include situations where students defy authority, or have inappropriate attachments. Some students may be ‘clingy’ and feign helplessness Some students with Asperger’s Syndrome, demonstrate a low tolerance of others which alienates them from staff and peers.
Incorporate opportunities for teacher-student dialogue.
Consistent format of resources limits frustration.
Incorporate choice and responsibility to promote student-centred learning.
Include student feedback into lesson planning.
Provide positive attention.
Talk with student individually about the inappropriate behaviour.
Avoid sarcasm, which could be misunderstood.
Use consistent pattern for greeting and farewelling students.
Correct rudeness or aggressive comments calmly.
Discuss successful strategies with student’s other teachers.
Develop alternate ways of reluctance to comply, or expressing annoyance.
Praise appropriate comments – ‘catch the student being good’.
Ask for student input into improving teacher-student relationship.
Compare student self-assessment to your own report.
‘Teacher Report Cards’ are sometimes useful in creating open communication.
Structured seating arrangements.
Consistent and clear limits are set for expected behaviour.
Increase space between desks.
Reduce distractions on or near desk.
Frequent reinforcement of desired behaviours.
Acknowledge good behaviour of other students.
Identify peer role models.
Encourage interaction in pairs or groups.
Established a reward system and method for students to self-monitor progress?
Included collaborative activities?
Issued handouts of summaries and lesson notes?
Displayed rules and expectations on classroom noticeboards?
Discussed successful strategies with the Learning Support Team?