{"id":21243,"date":"2022-02-14T19:54:25","date_gmt":"2022-02-14T19:54:25","guid":{"rendered":"https:\/\/www.rocketshipschools.org\/?p=21243"},"modified":"2022-02-14T20:40:33","modified_gmt":"2022-02-14T20:40:33","slug":"5-ways-to-strengthen-relationships-in-the-classroom","status":"publish","type":"post","link":"https:\/\/www.rocketshipschools.org\/es\/latest-news\/blog\/5-ways-to-strengthen-relationships-in-the-classroom\/","title":{"rendered":"5 maneras de fortalecer las relaciones en el aula"},"content":{"rendered":"

Nadie dijo que volver del aprendizaje virtual al presencial ser\u00eda f\u00e1cil. Cuando empez\u00f3 la transici\u00f3n en el curso 20-21, nos pusimos nuestras mejores m\u00e1scaras, nos lavamos mucho las manos, mantuvimos las distancias y dimos la bienvenida a un gran n\u00famero de alumnos que volv\u00edan a su escuela. Yo era entonces profesora de humanidades de cuarto curso. No ten\u00edamos suficientes profesores en el edificio porque todo el personal no hab\u00eda regresado del todo de la ense\u00f1anza a distancia, as\u00ed que acab\u00e9 dando clase a un grupo dividido de alumnos de tercero y cuarto. Durante esas semanas iniciales, hab\u00eda un estr\u00e9s innombrable oculto tras un escudo de 14 pulgadas en cada pupitre. Parte de este estr\u00e9s proven\u00eda de trabajar con nuevos alumnos que estaban fuera de mi cohorte habitual. En mi nueva clase combinada hab\u00eda un alumno de tercero que no conoc\u00eda. No sab\u00eda nada de m\u00ed y yo no sab\u00eda nada de \u00e9l. Estaba acostumbrada a mis alumnos de cuarto curso. Hab\u00eda sido su profesora de primero, de segundo, de tercero y, ahora, de cuarto. Mi nuevo alumno de tercero no s\u00f3lo estaba en una escuela nueva, sino con un profesor nuevo, con compa\u00f1eros nuevos, y los pupitres distanciados y la ausencia de alfombras y de un entorno de aprendizaje colorido no ofrec\u00edan ning\u00fan lugar para la comodidad.<\/p>\n

En su primer d\u00eda, ten\u00eda lecci\u00f3n tras lecci\u00f3n planeada y lista para usar. Estaba decidido a desmantelar la \"p\u00e9rdida de aprendizaje\" que los titulares de las noticias no dejaban de mencionar. \u00c9l no estaba preparado para nada m\u00e1s que sobrevivir al d\u00eda. Lo intent\u00e9 repetidamente para ayudarlo con el trabajo, pero nuestros objetivos para el d\u00eda no coincid\u00edan. Finalmente, llam\u00e9 por walkie-talkie y le ped\u00ed apoyo a mi director sobre c\u00f3mo proceder. En cuesti\u00f3n de unas pocas horas, ya hab\u00eda desechado todo lo que sab\u00eda sobre los fundamentos del aprendizaje: establecer relaciones que crean espacios ideales y seguros para que los estudiantes aprendan. Le envi\u00e9 un mensaje de texto a mi director esa noche y declar\u00e9 que al d\u00eda siguiente trabajar\u00eda para restaurar mi oportunidad de construir una relaci\u00f3n con este estudiante porque realmente me hab\u00eda equivocado. Supongo que lo que intento decir es que las relaciones importan. Y despu\u00e9s de casi dos a\u00f1os navegando por cuarentenas y din\u00e1micas sociales a distancia, importan m\u00e1s que nunca.<\/p>\n

A continuaci\u00f3n se presentan algunas formas en que nos hemos centrado en la construcci\u00f3n de relaciones en mi escuela este a\u00f1o:<\/strong><\/p>\n

Las relaciones con las familias son siempre tu mejor oportunidad para empezar a establecer una relaci\u00f3n con tus alumnos.<\/strong>Que la mayor\u00eda de las escuelas no permitan la entrada de familias al edificio en este momento no significa que esas relaciones no puedan prosperar. Este es el momento de las videollamadas por Zoom, FaceTime, mensajes de texto y llamadas telef\u00f3nicas, notas a casa, noches familiares virtuales y mucho contacto. Comience con lo que normalmente hace y encuentre el equivalente virtual. T\u00f3mese el tiempo para aprender m\u00e1s sobre c\u00f3mo les va y qu\u00e9 est\u00e1 sucediendo actualmente en sus vidas. Para crear una colaboraci\u00f3n acad\u00e9mica entre el maestro y la familia, debe comenzar construyendo una buena relaci\u00f3n y fomentando una alianza. Comience permitiendo que las familias dirijan la conversaci\u00f3n. La conversaci\u00f3n eventualmente conducir\u00e1 a los aspectos acad\u00e9micos y al rendimiento del estudiante que tanto valoramos. Comience con un rompehielos, pregunte sobre sus esperanzas y sue\u00f1os para su estudiante, haga una conexi\u00f3n con lo que est\u00e1 sucediendo en su ciudad. Demuestre a las familias que le importan escuchando y luego h\u00e1galas saber que usted es un socio mediante la planificaci\u00f3n de acciones y el cumplimiento.<\/p>\n

2. Escucha a tus estudiantes.<\/strong> Casi siempre quieren compartir contigo todas sus historias y pensamientos. Cada vez que les dices que no es el momento adecuado y no das seguimiento cuando s\u00ed lo es para compartir, dejas claro que no eres la persona adecuada con quien compartir. S\u00e9 estrat\u00e9gico con qui\u00e9n se sienta a desayunar en tu mesa. Elige a algunos estudiantes para una cita para almorzar. No te dejes atrapar por la facilidad de los descansos cerebrales al estilo de YouTube. Un video de baile de cinco minutos podr\u00eda convertirse f\u00e1cilmente en un ejercicio de construcci\u00f3n de cultura de cinco minutos. Mi favorito personal: dos verdades y una mentira.<\/p>\n

\u00a1Vuelve a lo b\u00e1sico!<\/strong> \u00bfQu\u00e9 nos ense\u00f1\u00f3 Maslow sobre la experiencia humana y nuestra jerarqu\u00eda de necesidades? Para que los estudiantes est\u00e9n en un espacio para aprender, primero deben satisfacer sus necesidades fisiol\u00f3gicas, tener aseguradas sus necesidades de seguridad y sentir amor y pertenencia (tambi\u00e9n conocida como una relaci\u00f3n positiva entre el profesor y el alumno). Saludar a los estudiantes en la puerta es una excelente manera de comprobar c\u00f3mo est\u00e1n entrando en tu espacio para el d\u00eda. Comienza la ma\u00f1ana con un escrito r\u00e1pido donde puedan escribir sobre su noche, c\u00f3mo se sienten o qu\u00e9 necesitan para el d\u00eda. tablero de registro de estudiantes por la ma\u00f1ana<\/a> \u00a1podr\u00eda ser genial tambi\u00e9n!<\/p>\n

\"\"<\/p>\n

4. Dedica tiempo a tu desarrollo en lo que respecta a la construcci\u00f3n de relaciones.<\/strong> Este a\u00f1o, mi escuela ha priorizado las pr\u00e1cticas de fomento de relaciones entre profesores y alumnos para nuestro desarrollo profesional. Nuestro objetivo para este a\u00f1o escolar es centrarnos en c\u00f3mo podemos hacer de nuestros estudiantes nuestra responsabilidad social. Hemos examinado el poder de las conversaciones intencionadas, la creaci\u00f3n de mentalidades acad\u00e9micas positivas y la integraci\u00f3n de una pedagog\u00eda culturalmente sensible para fortalecer nuestras relaciones con nuestros alumnos. Hemos desglosado la neurociencia detr\u00e1s de la construcci\u00f3n de relaciones y nos hemos referido a este trabajo d\u00eda tras d\u00eda. Lea m\u00e1s sobre la neurociencia. aqu\u00ed<\/a>!<\/p>\n

5. La construcci\u00f3n de relaciones comienza con las relaciones que los maestros y educadores tienen con su equipo de liderazgo.<\/strong> Como equipo directivo escolar, hemos priorizado la construcci\u00f3n de relaciones con nuestro personal para modelar el poder de sentirse parte de un colectivo. Hemos forjado lazos y compartido pan en cenas para el personal. Casi todos los meses, hemos brindado la oportunidad para que todo el personal se quede despu\u00e9s de la escuela y comparta una comida entre s\u00ed para ayudar a construir su equipo. Invitamos al personal a 10 d\u00edas en nuestra propia \"caba\u00f1a de esqu\u00ed\". Los 10 d\u00edas previos a las vacaciones de invierno creamos un tema diario centrado en nuestra caba\u00f1a de esqu\u00ed. Un d\u00eda decoramos la sala del personal como un aut\u00e9ntico sal\u00f3n de invierno. Al d\u00eda siguiente, ofrecimos una barra de caf\u00e9, seguida de desayuno, un d\u00eda de rifas, un d\u00eda de vestimenta informal y almuerzo. En los d\u00edas en que la cobertura es escasa, el equipo directivo escolar crear\u00e1 un plan y cada maestro tendr\u00e1 un descanso adicional cubierto por su equipo directivo.<\/p>\n

Desear\u00eda poder decir que el trabajo de un educador es f\u00e1cil. Pero los educadores son resilientes. Tenemos que serlo y apuesto a que si echas un vistazo detr\u00e1s de la resiliencia, encontrar\u00e1s una reserva de amor forjada por el poder de construir relaciones.<\/p>","protected":false},"excerpt":{"rendered":"

Nobody said going from virtual back to in-person learning would be easy. When the transition first began in the 20-21 school year, we wore our best masks, washed our hands a lot, kept our distance, and welcomed a large number of students back into their school. I was a fourth-grade humanities teacher at the time. Seguir leyendo<\/a><\/p>","protected":false},"author":17,"featured_media":21244,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"content-type":"","footnotes":""},"categories":[17],"tags":[],"tips_for_teachers":[403,401],"class_list":["post-21243","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teacher-experience","tips_for_teachers-coach-teachers","tips_for_teachers-cultivate-empathy"],"acf":[],"yoast_head":"\n5 Ways to Strengthen Relationships in the Classroom<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.rocketshipschools.org\/es\/ultimas-noticias\/blog\/5-ways-to-strengthen-relationships-in-the-classroom\/\" \/>\n<meta property=\"og:locale\" content=\"es_MX\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"5 Ways to Strengthen Relationships in the Classroom\" \/>\n<meta property=\"og:description\" content=\"Nobody said going from virtual back to in-person learning would be easy. When the transition first began in the 20-21 school year, we wore our best masks, washed our hands a lot, kept our distance, and welcomed a large number of students back into their school. I was a fourth-grade humanities teacher at the time. 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