What does conditional positive regard look like in practice?
In practice, unconditional positive regard shows students that teachers care about them no matter what and that they have value. It shows students that they are accepted, and that you are going to help them grow regardless of their struggles. It shows students that even though they may have trauma or struggle, it doesn't invalidate their worth to us. What resononated with me was when the interview said that students are required to be there and we are required to teach them so if they are making us angry/hurt, we can't treat them the same way we would a friend or aquaintance. I think some adults lose sight of this (and within reason when working with difficult students). I like the idea that we can explain to students who may be acting up that our care isn't going to change for them, but they can't keep doing whatever they are in order to maintain safe environment for all. The idea of putting a pause on it (like sending them to a refocus area) helps it sound more like an intervention rather than a consequence that may trigger them.
In order to connect with students, I agree that it is important to find connection points- asking them about what they are interested in and if I am not clear on it, asking more questions to show interest. I greet every student by name at my door every day, and when I pass them in the halls, I say hello and don't ignore them. These little things allow me to show them that I care when they are in, and out of the classroom. I try to go to events when asked to support them if my schedule allows for it. If I know they had something exciting happening, I ask them about it- these show investment in their lives and are such minor things that can demonstrate I am not just there to teach them English for 40 minutes, but I am there to support them and care about their worth and value.
In practice, unconditional positive regard shows students that teachers care about them no matter what and that they have value. It shows students that they are accepted, and that you are going to help them grow regardless of their struggles. It shows students that even though they may have trauma or struggle, it doesn't invalidate their worth to us. What resononated with me was when the interview said that students are required to be there and we are required to teach them so if they are making us angry/hurt, we can't treat them the same way we would a friend or aquaintance. I think some adults lose sight of this (and within reason when working with difficult students). I like the idea that we can explain to students who may be acting up that our care isn't going to change for them, but they can't keep doing whatever they are in order to maintain safe environment for all. The idea of putting a pause on it (like sending them to a refocus area) helps it sound more like an intervention rather than a consequence that may trigger them.
In order to connect with students, I agree that it is important to find connection points- asking them about what they are interested in and if I am not clear on it, asking more questions to show interest. I greet every student by name at my door every day, and when I pass them in the halls, I say hello and don't ignore them. These little things allow me to show them that I care when they are in, and out of the classroom. I try to go to events when asked to support them if my schedule allows for it. If I know they had something exciting happening, I ask them about it- these show investment in their lives and are such minor things that can demonstrate I am not just there to teach them English for 40 minutes, but I am there to support them and care about their worth and value.