The grade-school teacher's primary dynamic relationship is with her students. Although some upper-level elementary teachers (grade four and above) rotate classes, most teachers stick with one group of children (i.e., the homeroom) throughout the course of the day. This means that the teacher will spend the body her time with the same unit of students, getting to know them and developing relationships. Teachers must set clear rules and create a basis for mutual respect at the beginning of the school year if the classroom is to show a positive relationship and provide a positive learning dynamic. This includes maintaining limits, showing interest in the students and truly caring for their overall success. A poor teacher-student dynamic can cause havoc in the grade-school classroom, encourage negative behaviors and lead to negative learning outcomes such as lower test scores.
Although parents may not be an ever-present fixture in the classroom, the teacher-parent dynamic is an important part of teaching in grade school. Parental involvement in school and classroom activities may be a key factor in the student's academic success. A positive teacher-parent dynamic can enhance this success by creating a warm, inviting environment in which the parent feels comfortable participating. Additionally, parents may feel more comfortable reaching out to teachers about problems, issues or even general questions if an open and supportive relationship is established early on. Likewise, teachers may benefit from a solid relationship with classroom parents, including feeling a higher level of comfort in asking for help/volunteers and a greater sense of classroom unity.
Whether you teach kindergarten or fifth grade, teachers must have some sort of relationship with the school administration. This includes a school principal and sometimes a vice principal, curriculum coordinator and other similar professionals. The school administration may dictate classroom content, testing procedures, individual policies and success requirements. Overall, educational administrators must provide leadership and management for the school. A positive teacher-administration dynamic can ease the daily workday and help students to succeed. A supportive administrator and cooperative teacher can join to create and enact educational goals, encourage student performance and carry out the school's mission. Additionally, a positive teacher-administrator dynamic can foster a sense of support in which the principal (or other administrator) helps the educator reach his maximum potential.
The other teachers who work in your grade school are not simply co-workers. Grade-school teachers in the same school may serve as valuable resources, mentors and even compassionate friends. The inter-teacher dynamic is important to the educator's career and daily life. A positive relationship with other in-school teachers can help to develop school unity and provide a more upbeat environment for the students. Teachers who do not get along or openly display dislike for one another may create a negative setting for co-workers and students.