Module 2

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Positive Classroom Practices:

Establishing Positive Connections & Relationships

Positive Classroom Practices

Summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms. 

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Center on PBIS. (2022). Supporting and responding to student’s social, emotional, and behavioral needs: Evidence-based practices for educators (Version 2.0). Center on PBIS, University of Oregon. www.pbis.org.

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Supporting and Responding to Students’ SEB Needs 

Page 10

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Practices to Create

Positive Teaching and Learning Environments

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Practices to

Actively Promote

SEB Growth

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Let’s focus on 1)Establishing Positive Connections & 2)Fostering Positive Relationships

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2. Actively Promote SEB Growth

Establishing Positive Connections: �Critical Features

1. Establish positive connections with students, families, and other members of the classroom community through purposeful communication.
2. Build in regular opportunities for positive connection throughout the year (e.g., positive family postcards, email, brief check-ins, scheduled meetings). Authentically engage families as partners in learning.
3. Use formal and informal approaches to learn about students and understand their learning history, cultural identity, and preferences for learning, receiving feedback, etc.
4. Validate and affirm students’ and families’ personal and cultural learning histories.

• Establish positive connections with students, families, and other members of the classroom community through purposeful communication.

• Introduce yourself to students and families at the start of the year. For example:

- Brief video

- Email

- Letter

- Opportunity to visit

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• Maintain open lines of communication with students and families outside of class (e.g., email, learning management system) to share information and feedback, positive news, and communicate challenges.

2. Build in regular opportunities for positive connection throughout the year (e.g., positive family postcards, email, brief check-ins, scheduled meetings). Authentically engage families as partners in learning.

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• Offer families ways to share information about their family and students’ unique skills. Integrate that information into lessons and curriculum planning.

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• Invite caregivers to participate in instruction in the classroom and also virtually to learn more about classroom activities and contribute to learning.

3. Use formal and informal approaches to learn about students and understand their learning history, cultural identity, and preferences for learning, receiving feedback, etc.

• Consider surveying students and families as the start of the school year to learn more about preferences (e.g., praise preference assessment) and what supports they need to be successful.
• Engage in regular information-gathering opportunities throughout the year to hear any concerns, check-in on students’ goals, etc.

4. Validate and affirm students’ and families’ personal and cultural learning histories.

• Use role models who come from backgrounds similar to the students. These can be guest speakers, case studies, or noteworthy alumni.
• Allow students to contribute to the classroom conversation, and acknowledge that the perspective and knowledge they bring is as valuable as what others think and know.
• Develop assignments that affirm students' personal histories, such as essays, investigative projects, or family interviews.
• Consider using service learning projects that benefit students' communities.

Fostering Positive Relationships: �Critical Features

• Positively greet each student as they enter the learning environment (e.g., greet at classroom door, login).
• Provide structured and unstructured opportunities for students to engage with each other.
• Incorporate students’ preferences into learning opportunities to increase connections during instruction.
• Consider both verbal and non-verbal interactions to foster positive relationships.

• Positively greet each student as they enter the learning environment (e.g., greet at classroom door, login).

2. Provide structured and unstructured opportunities for students to engage with each other.

This may include

• Allowing peers to practice social, emotional and behavioral skills with others such as interacting during
• Peer tutoring opportunities
• Morning meeting

The idea is to practice with positive communication with one another

This supports developing positive relationships

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3. Incorporate students’ preferences into learning opportunities to increase connections during instruction.

Include students’ ideas and preferences when designing classroom decor, instructional activities, and other fun experiences that foster connections among all students and educators

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Co-design the classroom environment, instructional activities, and fun learning experiences

4. Consider both verbal and non-verbal interactions to foster positive relationships.

Let us hear from a parent who has a positive relationship with their child’s teacher

Now, let us hear from students and teachers

ACTIVITY: Beginning, Middle, & End

• Reflect on how you have been creating positive relationships with students and families.
• How would you cultivate these relationships in the beginning, middle, & end of the entire year. How would you cultivate these relationships in the beginning, middle, and end of each day/week?
• Develop a list of new activities/methods that you can implement (example on next slide).
• Share your list with a trusted colleague. Get feedback and revise.

Example: Check-list of Cultivating Positive Relationships

Your turn: Checklist of Cultivating Positive Relationships

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Thank you!

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Please contact Lindsay Fallon, Ph.D. (lindsay.fallon@umb.edu) with any questions.

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Created by Lindsay Fallon, Adam Feinberg, Julia Kausel, Diana Laenen, Andrea Molina Palacios & Emily Romero

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April 2023