7 Classroom Routines that Build Teacher Student Relationships

It took a while for me to really understand how to leverage teacher student relationships for learning in my classroom. I even thought that (gasp) planning activities for teachers to build relationships with their students was “fluff” that I didn’t have time for.

As a new teacher, I kept myself busy every waking moment trying to plan activities to get me through the day, through the week, through the month. I thought that if I knew the content then that would be enough. 

What I didn’t understand was that students pick up on all of the subtle little cues that we send them in the classroom. 

Everything you do matters, not just the academics. 

In fact, academic learning suffers if you don’t work first to get to know your students, to demonstrate that you care about them, and build teacher rapport not only with individual students but also with the whole class.

Importance of Teacher to Student Relationships

Teacher student relationships are the single most important way to transform classroom climate and build a platform for student engagement, so if you’re looking for activities for teachers to build relationships with their students, read on, friend!

Notice I said a platform, because relationships are not going to result in automatic engagement and automatic learning. They have to go hand-in-hand with rigor, scaffolding and differentiation, clear expectations, student-led activities…

The list could go on and on because, as you know, teaching is like a giant machine with so many moving parts. I’m constantly trying to balance all of the parts and figure out how they can work together in perfect synergy. 

But in all of this, teacher student relationships are the oil that makes the parts move smoothly and with success.

7 Classroom Routines That Build Teacher Student Relationships

In the beginning of the school year, teachers may begin by emphasizing their classroom routines, but how well do you stick to them? How well do your routines communicate that you care about individual students on a day-to-day basis? 

The following routines are my ride-or-die routines, ones that I make sure to stick with all year long, whenever possible.

Greet Students at the Door

It has become a part of my school culture for teachers to greet students at the door, and some teachers even do it with a handshake or a high-five. Why is this so important? First, it shows that you are prepared for the lesson and ready-to-go. Second, it shows that you put students first.

This simple routine helps me to build teacher student relationships because it’s my first line of defense, a practice in routine screening of students as they enter my room (of course students don’t know this, though). Sure, there are some days when I’m a hot mess and scrambling to get my projector to connect, but 99 percent of the time, my students find me greeting them at the door. 

• I greet each student by name, smile and say hello. 
• I can ask a question about a student’s day, follow-up on a conversation point or interaction from the previous day. 
• If I notice a student is acting differently than usual, I can pull him or her aside and demonstrate kindness and concern by asking if all is okay. Or, I can make a mental note to check-in with that student later in the lesson or after class.
• I’ve seen some teachers ask a different trivia question each day which makes students look forward to this interaction.

Technology Access

When my students enter the room, they know that their phones go in the hanging caddy. They check the “do now” on the agenda slide which is projected at the front of the room to see if they will need Chromebooks or headphones. On this slide, they also see goals for learning and homework that will be assigned. 

This routine is important because it demonstrates that I want students to connect with each other and with me during the lesson. It doesn’t make technology the enemy, but it does help to eliminate distractions and build a classroom community.

Hanging a stoplight on the door or on the front board can serve as a visual cue for students. If they see that the class is on “red light,” this means that no technology is required. If there is a “yellow light,” Chromebooks will be used during part or all of the lesson. If there is a “green light,” this means that phones will be used or that you’re giving students choice.

Rapport Building Questions

In the beginning of the year, most teachers make it a part of their classroom set-up to get to know students, perhaps through a survey. Of all the activities for teachers to build relationships with their students, this one’s easy peasy, so why not make it an ongoing part of your classroom routine? 

Collecting data over time can help you as a teacher to reflect on your practice and engage in responsive teaching practices. I use these Google Forms in my classroom to facilitate this year-long data collection. 

After all, building student relationships isn’t just about knowing your students’ favorite food or movie. It’s also about knowing your students as learners so that you can challenge them appropriately and intervene if they are not “getting it.” 

P.s. Google Forms rock! Click here to read more about other ways I use Google Forms in the classroom.

Activities for Teachers to Build Relationships with Their Students: Checking-In

I try to have at least one quality interaction with each student every day. During group work, I check in with each table group to converse, but I also want to make sure that I create opportunities for individual student connection that are so important for teacher student relationships to grow.

Check-ins allow me to get a feel for student learning. 

• Set-up a quick question via Google Classroom and respond back to each student. 
• Create a “parking lot” for students to write questions while you’re working with other students. Then, when you have a minute, you can pull from the parking lot to continue meeting with students. 
• Use Flipgrid for a weekly student check-in. Ask students 1-2 questions and throw in a silly one, as well. Then, respond to each student with your own quick video.
• Ask students a silly (or serious) question and have them respond on a sticky note. Read a few of the responses anonymously during the next class period or discuss trends you noticed.

Good Things

This, I think, is the elementary “morning meeting” brought into the high school classroom. It’s important to practice gratitude, and I try to model this for my students (and also show them that I’m human, too) with a routine called “good things.” 

Pick a day every week to spend five minutes on “good things.” Ask students to think of at least one good thing that happened that week and invite them to share.

You might be surprised at how many will share! If you wish, you could also have students write down good things on sticky notes and share anonymously.

You can also ask a different student to lead “good things” each week by starting the sharing or by finding and bringing in a quick “good thing” that happened in the world to share with the class. This practice encourages teacher student relationships AND peer-to-peer connections.

Motivation Journal

Writing in this motivation journal is a routine that builds writing and reflection into your classroom routine. You can use the reflection pages/slides as additional ways to check-in with students. 

This fun writer’s notebook is full of writing activities that motivate students, encourage growth mindset, and build writing skills. Students enjoy focusing on different inspirational texts and responding. 

Writing in the classroom, especially creative, personal writing, is a way to get to know your students. I ask students to share some (not all) of their writing with me, and then respond to them.

Be Quirky, Be YOU

Try to develop little routines that are unique to you and your personality, what you find to be funny, things you enjoy sharing with students.

Here are a few of my quirky routines: 

• At the beginning of each week, I ask students to share “two highs and a low” from the weekend. 
• After a reading quiz, I ask students to draw me a picture of ________ (fill in the blank with something quirky). I then share a few of my favorites or scan a few drawings and use them on my agenda slides.
• When calling on table groups, I’ll call out a random attribute which will determine who speaks from the table, who collects and puts away supplies, etc. On one day, it may be the person with the longest fingernails and on the next day it might be the person who is wearing the most buttons, the person who last listened to Beyoncé, etc.
• I use silly brain breaks such as Irish dueling and rock, paper, scissors champion to get students moving and interacting with each other and me.

Teacher to Student Relationships

Having clarity and consistency with these expectations makes the classroom a safe place. 

If you’re not sure where or how to start building teacher student relationships, start with routines. From there, look for ways to make learning relevant and connected with students’ lives. Finally, don’t be afraid to let your teacher freak flag fly. 

Students should know that you care about them, have high expectations (and will help them meet these expectations), and that you’re a real and genuine human.

All else grows from the basics!

---