All people establish numerous relationships throughout their life, and through these relationships, exchange views on life, share needs, interests and affection.
What is incredible is that we are able to associate daily with so many people that have a mind which is a world unto itself.
In our differences lies the richness of human relationships as when we make new contacts we exchange and build new experiences and knowledge. We need to strive to achieve understanding and agreement between us all.
This is not so complicated if you take into account that most people share ideas, needs and common interests. Relationships are a permanent search for positive coexistence between men and women, people of different ages, cultural, religious and ethnic backgrounds.
The intention is to support the development of positive relationships between, practitioners, clients and colleagues involved in teaching. The definition of positive relationships might be, engaging in a dynamic process that builds feelings of mutual trust and collaboration. This would form a firm foundation for innovating and managing the learning journey as well as contribute to underpinning the internal and external structures of organisations, which are necessary to teaching.
The skilful application of these theories will contribute to the generation and sustaining of positive relationships within and between organisations
Related training contents
- Develop collaboration skills within the workplace.
- How to build a good team
- Understand how to resolve conflicts in class
- Building positive parent relationships.
- When I am working, I need to maintain a profession distance to ensure that I do not become emotionally involved in conflicts.
- Maintain the open door policies in order to engage with other professionals within my lessons.
- Work in collaboration with all people/professionals/colleagues at the school.
- I need to have strong management and communication skills and build a good rapport with students.
- Remaining consistent in my teaching methods will ensure continuity for children and will help develop positive outcomes for them.
- Evaluate and plan meetings with my colleagues to discuss formal solutions and next steps.
- At the end of my lesson, I should meet with my colleagues to inform them of any issues that I faced and where necessary write up a report.
- I do not have to command the classroom; it is not a battle with the children.
- It is essential that I deal with any issues at the time that they arise and not avoid them.
- Where required, I must consider the best possible solution which may not be an immediate one. It should not be a case of resolving issues quickly but inefficiently.
- It is important that I work as part of a team, seeking support and involving colleagues where necessary.
- When I am speaking with parents, I must ensure that I haven’t taken children’s behaviour personally
- Strathclyde. Retrieved from: http://www.gov.scot/resource/doc/238252/0065411.pdf
- Friend, M. & Cook, L. (1996a). Interactions: Collaboration skills for school professionals. White Plains: Longman.
- Friend, M. & Cook, L. (1996b). The Power of 2: Making a difference through co-teaching [Videotape]. (Available from the Forum on Education, Smith Research Centre, Suite 103, Indiana University/On-site, Bloomington, IN 47405-1006)
- Walsh, J.J. & Snyder, D. (1993, April). Cooperative teaching: An effective model for all students ED 361 930. Paper presented at the annual convention f the Council for Exceptional Children, San Antonio, TX. (ERIC Document Reproduction Service No. ED 361 930)
- Ainscow, M. & West, M. (2006). Improving urban schools. Leadership and collaboration. Maidenhead: Open University Press. Bruce Tuckman’s 1965 Forming Storming Norming Performing team-development model – Retrieved from http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm
- Team Building Activities, Initiative Games, & Problem Solving Exercises (2013) – Retrieved from http://wilderdom.com/games/InitiativeGames.html
- Stages of a Group – Retrieved from https://quizlet.com/23986527/stages-of-a-group-flash-cards/
- The Baumrind Theory of Parenting Styles – Retrieved from http://oureverydaylife.com/baumrind-theory-parenting-styles-6147.html
- Active Listening. More than just paying attention. (2005) – Retrieved from http://www.go2itech.org/HTML/CM08/toolkit/links/print/Mentoring/Active_Listening.pdf
- Active Listening – Retrieved from http://changingminds.org/techniques/listening/active_listening.htm
- Literature review Quality in Teachers’ continuing professional development (2011,June) – Retrieved from http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-development_en.pdf
- Conflict management for instructors – Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/managing-students/setting-tone/conflict-management-instructors
- 5 Stages of Conflict and Workplace Conflict Resolution (2014,June) – Retrieved from https://blog.udemy.com/stages-of-conflict/
- Review of best practice in parental engagement (2010,May) – Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182508/DFE-RR156.pdf
- How to have a conversation with parents (2015,October) Michael Linsin – Retrieved from : https://www.smartclassroommanagement.com/
- Dunlop, A. & cols. (2008) Positive Behaviour in the Early Years. Department of Childhood & Primary Studies Faculty of Education University of Strathclyde – Retrieved from: http://www.gov.scot/resource/doc/238252/0065411.pdf