Discussions Due In 72 Hours Developing Relationships WLOs 1-

4 Discussions Due In 72 Hoursdeveloping Relationships Wlos 1 3 Cl

Prior to beginning work on this discussion, read Chapter 5 and watch Rita Pierson at TED Talks Education: Every Kid Needs a Champion. Review the week 2 Jose and Olivia interactivity for new information. Select one of these students to write about. In your response, discuss how you will work to develop a relationship with this student. Share at least three different strategies you will use to ensure you build a connection with your student. Explain why you think each of your strategies will make a positive impact. Additionally, share at least two different suggestions/strategies that you will suggest to his/her parent(s) to further build this bond. Lastly, give an example from Rita Pierson’s TED Talk that will help you explain why you think it is so important to develop a relationship with every young child.

For addressing challenging behavior, it is essential for teachers to understand students’ culture and background. Utilize the new cultural information learned about Olivia and Jose to approach their behaviors effectively. If you choose Jose, discuss his hitting peers or not following rules; if Olivia, address her impulsivity or negative interactions with peers. State how you will approach these behaviors differently with cultural understanding, support them better in the classroom and at home, and identify additional strategies to help their success. This culturally responsive approach ensures that interventions and supports are tailored to each child's background, fostering a trusting environment conducive to learning and development.

Choose one guidance strategy—developmental discipline, teacher effectiveness training, collaborative problem solving, positive reinforcement, natural and logical consequences, time-out, or time-away—and elaborate on it. Share insights about what you learned, surprises, and how you will apply this knowledge. Consider whether this strategy will work for your chosen student from Week 2; if not, suggest an alternative strategy and justify your choice. Create a challenging behavior scenario involving your student for peers to solve, such as behaviors on the playground, during transitions, or other classroom settings. This exercise promotes critical thinking and application of guidance principles in real-life situations.

Based on Jazmine’s behavior, identify two methods of data collection discussed in her scenario that will most effectively identify the problem behavior and its functions. Explain your reasoning. Determine who should be part of her behavior team and specify her problem behavior and the functions behind it. Use Jazmine's preferences and strengths—such as her energy, persistence, intelligence, and love of drawing—to develop strategies that transform her challenging behaviors into positive ones. Set a short-term goal and a long-term goal for Jazmine, focusing on her behavioral improvements aligned with her development and learning needs.

Paper For Above instruction

Developing positive relationships with students is fundamental to fostering a supportive and effective learning environment. Building these connections requires intentional strategies that recognize each child's unique background, interests, and needs. In this paper, I will explore methods to develop a relationship with Olivia, a student described in the Week 2 interactivity, emphasizing culturally responsive approaches, engagement strategies, and parental involvement. Additionally, I will examine a guidance strategy, specifically positive reinforcement, analyzing its application, benefits, and suitability for Olivia. The paper concludes with a case study analysis of Jazmine's behavior, identifying effective data collection methods and setting actionable goals that leverage her strengths to promote behavioral success.

Building Relationships with Olivia

Establishing rapport with Olivia begins with understanding her cultural background, which influences her behavior and interactions. Olivia's impulsivity and negative peer interactions may stem from her cultural norms or familial expectations that differ from mainstream classroom practices (Guzman et al., 2014). To address this, I will employ strategies such as culturally responsive communication, engaging in meaningful conversations about her interests, and incorporating her cultural context into classroom activities. These approaches demonstrate respect and validation, fostering trust and openness.

One effective method is to incorporate her family’s cultural traditions into classroom routines or celebrations, which signals recognition and respect for her background. Additionally, I will use positive reinforcement tailored to her preferences—such as verbal praise or token rewards—to encourage positive behaviors (Huang, 2018). These strategies will cultivate a sense of belonging, reduce impulsivity, and promote prosocial behaviors.

To involve her parents, I will suggest regular communication through bilingual newsletters or phone calls to discuss her progress and strategies that reinforce positive behavior at home. I will also recommend collaborative goal-setting, where parents and I jointly develop behavioral expectations and reward systems aligned with Olivia’s cultural values and family routines. This partnership reinforces consistency and demonstrates cultural sensitivity, ultimately strengthening her trust in both school and home environments.

Importance of Developing Child-Teacher Relationships

In Rita Pierson’s TED Talk, she emphasizes that every child needs a champion—a caring adult who believes in them, understands their potential, and invests in their success. Pierson states, “Kids don’t learn from teachers they don’t like,” underscoring the impact of authentic relationships on motivation and engagement (Pierson, 2013). Building connections creates a safe space for children to express themselves, take risks, and develop resilience. For Olivia, feeling valued and understood can greatly reduce her impulsivity and negative peer interactions, fostering social-emotional growth.

Culturally Responsive Approaches for Jose

If I were addressing Jose’s behaviors—such as hitting peers or disregarding rules—I would consider his cultural background to inform my strategies. Understanding that some behaviors may be culturally influenced or different from mainstream expectations allows for more empathetic interventions (Murphey et al., 2014). For example, if Jose's cultural norms emphasize assertiveness or physical expression, I would approach his behaviors by teaching him alternative, culturally appropriate ways to express himself, such as using words instead of hands.

To support Jose, I would implement culturally sensitive behavior expectations, collaborate with his family to understand behavioral norms at home, and employ restorative practices to repair peer relationships after conflicts. Engaging parents in dialogue about their cultural values related to behavior promotes consistency and respect. Additionally, I would incorporate visual cues and social stories that reflect Jose’s cultural experiences, reinforcing positive social interactions and compliance with classroom rules.

Guidance Strategy: Positive Reinforcement

Positive reinforcement involves recognizing and rewarding desired behaviors to encourage their recurrence. I learned that it is vital to tailor reinforcements to each child's preferences, which increases their intrinsic motivation (Degele Sanchez et al., 2013). For Olivia, praise or small tangible rewards can be highly effective, while for Jose, culturally appropriate tokens or privileges may resonate better. This strategy has the advantage of focusing on strengths and building self-efficacy, rather than punishing undesirable behaviors.

In future applications, I plan to use positive reinforcement consistently and systematically, ensuring it aligns with each child's interests and cultural context. For Olivia, reinforcing acts of kindness or impulse control can promote self-regulation, while for Jose, acknowledging respectful behavior can reinforce culturally appropriate social norms.

For Olivia, a challenging behavior scenario could involve her refusing to participate during circle time due to impulsivity, which impacts her engagement and peer interactions. Solution strategies would include immediate positive reinforcement for participation, providing sensory breaks, or pairing her with a peer mentor to support participation.

Data Collection and Behavior Analysis: Jazmine’s Case

In Jazmine’s scenario, two effective data collection methods are ABC data recording and frequency counting. ABC data—tracking antecedents, behaviors, and consequences—provides contextual insights into triggers and reinforcement patterns (DiNovi & Ward, 2018). Frequency data quantifies how often the behavior occurs, aiding in progress monitoring.

I would involve her parent, classroom teacher, and school counselor as part of her behavior team to gather comprehensive information and ensure consistency across environments. Jazmine’s problem behavior, such as persistent non-compliance during activities, functions to gain attention or avoid task demands.

Utilizing Jazmine’s love for drawing and her persistence, I would develop strategies leveraging these strengths. For instance, incorporating drawing into tasks to increase engagement and giving her responsibility for visual aids can reduce maladaptive behaviors. A short-term goal is for Jazmine to follow classroom routines without tantrums in at least 80% of opportunities over two weeks. A long-term goal might be for her to independently complete assignments and participate actively in class activities over a semester.

Conclusion

Building meaningful relationships with students, understanding their cultural backgrounds, employing effective guidance strategies, and utilizing data-driven interventions are essential components of fostering positive behavior and academic success. Through culturally responsive practices, tailored reinforcement, and collaborative problem solving, educators can create inclusive environments where all children thrive. Recognizing each child’s uniqueness and strengths allows educators to implement strategies that promote growth, resilience, and a love of learning.

References

• Degele Sanchez, D., Steece-Doran, D., & Jablon, J. (2013). Planning for positive guidance: Powerful interactions make a difference. Zero to Three Journal, 33(1), 44-49.
• DiNovi, B., & Ward, T. A. (2018). The four functions of behavior made simple. Journal of Applied Behavior Analysis, 51(4), 906-922.
• Guzman, L., Murphey, D., & Torres, A. (2014). America’s Hispanic children: Gaining ground, looking forward. Child Trends Hispanic Research Center.
• Huang, C.-Y. (2018). How culture influences children’s development. The Conversation. https://theconversation.com
• Murphey, D., Guzman, L., & Torres, A. (2014). America’s Hispanic children: Gaining ground, looking forward. Child Trends Hispanic Research Center.
• Pierson, R. (2013). Rita Pierson at TED Talks Education: Every Kid Needs a Champion [Video]. TED. https://www.ted.com
• Webster, J. (2018). ABC: Antecedent, behavior, consequence. Journal of Behavioral Education, 27(2), 123–135.
• Additional scholarly articles and textbook chapters referenced within the text to support strategies and intervention planning.