turn this into a discussion forum post: Building Relationships
Strategy for daily use
Description and Rationale
Greeting with an added individualized response
I already practice morning greeting for my students and now I am trying to add more to the greeting, asking questions about their weekend, how they are feeling, pointing out their new haircut, or characters on their shirt, complementing their choice of clothes for the day, or how quickly they completed the morning routine. It’s important to me that my students feel seen and validated in my classroom and I think by adding a bit of an individualized response in their greeting I can accomplish this. 
Circle time 
Every morning after the students have breakfast we have a circle time where students can request what songs, videos, or story books they would like to see or discuss. This practice  helps build a sense of community, while also encouraging my students to share their interests and it ensures that their voices are heard within the classroom.
Nap time Tuck -in 
Before nap time, the homeroom teachers make sure to tuck the students into bed and wish them a good nap before they exit the classroom for their lunch break, leaving the students with the nanny team. During this time, homeroom teachers can also briefly compliment students who did a great job in the morning and provide encouraging feedback for those who need to reflect on their work or behavior. This approach helps students feel safe and acknowledged. By offering reminders of behavioral expectations in a calm and individualized manner, it can foster a better relationship between teachers and students.
Strategy for interventions
Description and Rationale
5 minutes of quality time
During the school day, I will dedicate a minimum of five minutes to engage with the student. This interaction may take the form of conversation, individual play, or shared reading. The objective is to foster meaningful connections, allowing both the teacher and the student to gain a deeper understanding of each other.
BSP (Behavior specific praise) 
The strategy I read in the relationship-building toolkit emphasizes the importance of providing immediate feedback on positive behavior to reinforce the positive behavior. This approach should be direct, utilizing the child's name, clearly describing the positive behavior exhibited, and linking it to favorable outcomes. Some students, particularly during the tantrum-prone developmental stage, may struggle to maintain appropriate classroom behavior. By reinforcing positive behaviors, even in the face of numerous negative instances, The teacher can significantly diminish the likelihood of breakdowns and promote a healthy process for calming down. This method also demonstrates to the student that the teacher remains supportive during challenging moments, building a greater motivation for positive behavior and ultimately contributing to the development of a stronger relationship between the teacher and the student.
Ask first 
In my classroom, I work with several highly sensitive children who exhibit a range of emotional responses and require different approaches for effective support during instances of emotional dysregulation. I have observed that in certain situations, my initial strategies, such as asking numerous questions or offering unsolicited suggestions, actually increased their anxiety and intensified their emotional reactions.

To enhance my support, I have implemented a more considerate approach by first asking whether they would like assistance, support, or to hear my suggestions. This adjustment has significantly improved my relationship with these children and fostered a more positive and constructive dynamic in my classroom.