If I don’t have an unconditionally positive attitude, I might say, “You’re late, sit down,” and roll my eyes, or I might sarcastically say, “I’m glad you’re here. ” These responses show students that I am only interested in them to the extent that they meet my expectations: they are just an inconvenience. This may seem obvious, but the foundation of an unconditional positive attitude is the phrase “I care about you.” “‘ To care for another is to see the totality of “his” virtues and problems and to choose to care for him. Sometimes an unconditional positive attitude is as simple as the way we greet our students when they are late for class: the way I greet them can convey my unconditional affection or lack of appreciation. An unconditional positive attitude is the attitude I use in my relationships with my students. The message of the unconditional positive attitude is, “I care about you. The unconditional positive attitude is an attitude of righteousness when we actively practice it in our daily relationships with our disciples. You don’t need to do anything to prove it to me, and nothing will change my mind. “Sometimes I try to imagine myself radiating an unconditional positive attitude, like a glow around me when I walk into a classroom. Building real relationships is not an exercise in style, and it can’t be reduced tofifteen tricks. “‘ Building relationships sometimes means sitting together in silence and getting used to each other’s presence. If we have an ethic of caring, building relationships and caring for our students is not a strategy in the name of improving academic performance, but the goal itself. Make yourselves comfortable, and I’ll join you. When we start with an unconditional positive attitude, it means: “I like you for who you are, not for what you do or how you do it.” I get to know my students by talking to them just before class, by reading their work and watching how they think, by watching how they interact with their peers. The high standards I hold myself to in building relationships between teachers and students come from the philosophy that guides me: an unconditional positive attitude. That means no commitment to acceptance, no feeling ofI only like you if you succeed. “‘ It means caring for the client, but not in a possessive way or with the sole purpose of meeting your own needs. I remember when I was a new teacher, my relationship-building strategy was to give students a long questionnaire asking them to tell me about their interests, learning styles, and favorite colors.