This Power Point presentation shows the value of hope and relationship.

1. Producing Maximum Results, Through the
Power of Relationship Building

2.  Isrelationship
building a natural
process
 What is HOPE
 How do you give
HOPE to a student
who feels hopeless

5. The longitudinal results of the study
indicated that children who experienced
warm student-teacher
relationships performed better on
thinking, language ability, and math
skills when compared to children who
did not experience such a warm
relationship .
Peisner-Feinberg et al., 1999

6.  “A fundamental question for a student is,
“Does my teacher like me?’ Given a
rigorous, aligned curriculum, the answer
to that simple question is our best
predictor of student achievement.”
Alice Terry, More Life Through Management

7. The quality of teacher-student
relationships is the keystone for all other
aspects of classroom management.
Marzano and Marzano, Dimensions of Learning

8.  80% of students entering schools feel
good about themselves. By the end of 5th
grade only 20% do. Only one in five high
school students has a positive self-
esteem.
National Assessment of Educational Progress,
National Parent Teacher Association

9. Birch and Ladd, further concluded that
conflict in Kindergarten children’s
teacher-child relationships was
associated with a decline in children’s
pro-social behavior over time

10. Additionally, a child’s demonstration of
less pro-social behavior may negatively
affect a child’s ability to develop and
maintain positive relationships with
others, including peers, thus
perpetuating a cycle of behavioral and
relational difficulties.

12. The #1 stimuli that
determines the outcome
of your interaction with a
student labeled “at risk”
is?

13. YOU

14. Control your energy
– Control your
outcome

16.  Don’t try to be cooler than you really are
 Project an atmosphere of “Accessible
Control”
 Always be aware that the student knows
where they are (in school) at all times

17.  Do not sacrifice your integrity to try to fit
in with your students. Allow your students
to experience a responsible adult, who
can also relate to their lifestyle.
 Allow student’s to experience your light
side, but always maintain a respectable
authority.
 Remind students in subtle terms where
they are and the responsibilities
associated with that environment.

20. Every student is an individual
with different circumstances,
motivations and needs.

21.  Look for elements of familiarity
 Are there any identifiable cultural icons
 Find a way to create common ground
(for instance, “The Freedom Writers”)
Take time to learn about another culture
 Go the extra yard, walk in your student’s
shoes for a day (Steve Martin, CEO, Blue
Cross/Blue Shield)

22. Every classroom
disruption is not a
blatant act of
disrespect

23.  Ascertain the intent of the disruption.
 Is the disruption a personal attack on
you?
 Is the disruption a act to get attention?
 Is the disruption a cry for help?
 Is the disruption outside of the norm for
that particular student’s character

24. When you discover the intent
of the disruption (utilizing the
relationship) you can now
effectively offer a solution to
the problem.

25. Gallup research has already
proven that “Hope” is a
more powerful indicator of
academic success and
graduation than GPA and
ACT scores.

31.  Show me your HUNGER
 Show me your Hope
 Show me your Focus
 Show me your Commitment
 Show me your Actions
And I’ll show you
your RESULTS

32. Producing maximum results, through the
power of relationship building