One of the things that I prioritize at the start of the school year is establishing positive relationships with students. The reason I focus on relationships is because I understand that they can support student engagement, promote their academic performance, and foster a healthy learning and working environment.
To support this work, on the first day of school, I had students complete a mini student profile. Some of the questions I asked on the profile included their preferred name, pronouns, hobbies, interests, allergies, before and after school responsibilities, and any other pertinent information they felt I needed to know. I did this as a way for students to privately share information they may have needed me to immediately know so I could respond appropriately and put the necessary support in place.
Then for the first two weeks of school, I began each day by facilitating community circles where I asked students low-risk questions as a way for me learn about them and for them to learn about each other. I also had students complete a What I Bring questionnaire as a way for them to reflect on some of the knowledge, gifts, experiences, and cultural identities they bring to the classroom while I gained insight to their funds of knowledge so I could leverage those funds to support their learning during the school year. Following the completion of the, What I Bring questionnaire, I had students use the information to create a flag that I posted in the classroom to serve as a reminder to both them and me that they have and bring a lot of knowledge and experience to the classroom even if they may have gaps in language or literacy knowledge or have specific learning needs. At all times, I strove to maintain a calm, positive disposition while being genuinely interested in their questions, responses, and general comments.
Yet despite my best efforts, I felt like I made minimal gains in establishing positive relationships. Part of the reason may be due to my time away from the classroom and direct work with students. In previous posts I’ve shared that for the last four years I was assigned to work in the literacy department at my board’s central office where I worked primarily with educators and other board personnel.
Sensing that I needed support in the form of insights on how to establish and build positive relationships with students, I found and read the article, Improving Students’ Relationships with Teachers to Provide Essential Support for Learning, by Sara Rimm-Kaufman and Lia Sandilos. In the article, the authors share insights to the importance of building positive relationship with students, provide educators with tips on how to do so, and present a list of Do’s and Don’ts that can help and hinder relationships. Some of the tips they share include,
- Interact with students in a responsive and respectful manner
- Offer students help in achieving academic and social objectives
- Know and demonstrate some knowledge about individual students’ backgrounds, interests, emotional strengths and academic levels
- Acknowledge the importance of peers in school by encouraging students to be caring and respectful to each other
- Avoid becoming irritable or aggravated towards students.
Reading these tips, I felt affirmed that some of the ways that I had already been working towards establishing positive relationships were captured on their list. One thing I had yet to deeply consider was the importance of peer relationships and how those relationships can help or hinder student engagement in learning. To help students nurture their peer relationships, when creating the seating plan, I asked them to select one friend that they wanted to sit in their table groups. I did this to ensure students were part of the seating plan decision process and so they had a friend sitting in their group. Of course this came with some minor hiccups, kids talking during instructions and being silly but for the most part students seemed happier and most completed assigned tasks.
From the Do’s and Don’ts list I gained insight to the importance of spending time with each student individually, especially those who may appear difficult or shy, and avoid giving up too quickly on developing positive relationships with students who may appear challenging. Students who appear challenging, benefit from good teacher-student relationships as much or more than their peers who may appear easier to connect with.
Yet I think the most important insight I gained from reading the article and further reflecting on my work with students is that establishing, building, and nurturing positive relationships with and between students takes time and a continuous effort. At some moments, I may want to rush the process so I can focus on teaching them the curriculum but as Zaretta Hammond writes in her book, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, “In culturally responsive teaching, relationships are as important as the curriculum”. As the first month of school ends, I’m pleased to share that I can see clear signs that students are beginning to respond positively to my efforts from their words and actions. Yet I am aware that I need to remain dedicated to the work of continuing to nurture relationships with students to ensure that our relationships continue to blossom.
