Advantages of using national games in teaching English Grammer to young learners

Reframing. Reframing is another method for communicating positively and for building positive teacher-student relationships. As mentioned in Chapter 1, reframing occurs when a teacher sees a student or group of students doing something negative, but first communicates something good in the situation. Doing so may be enough to get a child or adolescent to change something we normally would call a behavior problem—as we saw in Chapter 1’s example of a teacher saying “Jimmy likes to dance” in response to Jimmy’s jumping up at meeting time and starting to dance. With reframing, the wording will change depending on age and situation, but the principle remains the same: to find and communicate something positive before setting limits, suggesting alternatives, or otherwise managing students’ behavior.
Reframing does so because central to that approach is the need to change the interpersonal system that defines some student or group as being a “problem.” In using a systems approach, reframing solves this problem by redefining the situation so that there is no longer a problem or, at least, no longer a problem student. However, when using individual-oriented approaches emphasizing positive teacher-student relationships, reframing is more important as a way to keep things positive, to make it more likely that students will want to cooperate and learn. That is, the meaning and purpose of reframing changes as we go from a systems approach to an individual-oriented approach focusing on building positive teacher-student relationships. Once again, we see that different kinds of approaches can employ the same method, but the meaning of the method is apt to change from one approach to another.
Showing Interest. Finally, with respect to developing teacher-student relationships through communicating positively, educators do well when they mark what students are interested in and passionate about and when they occasionally reverse roles and let students teach them. Here, the marking can be as simple and straightforward as when a teacher says to a 3-year-old building with blocks, “I see you made a tower” or as complex and subtle as when a teacher listens carefully to an adolescent explaining the various strategies he uses when playing his favorite video game.
Interest is also shown in actions. For example, many teachers take time to have lunch with students and, outside of school, attend students’ athletic, musical, or other extracurricular events. Some visit students’ homes and attend community events important to both students and their families. These and other actions all show interest in students as persons. Whatever the occasion or child’s age, getting to know a child’s or adolescent’s likes and interests and validating those likes and interests by showing interest can have a powerful and positive effect, as this cartoon is meant to convey.

To develop positive teacher-student relationships through positive communication, the following should be kept in mind:
(1) Teacher effectiveness training and “I” messages and active listening
(2) Reframing
(3) Showing interest