It begins with your contact classes:
From experience now I have found that building truly effective relationships actually can start outside of the classroom, or at least outside of the lessons. Putting in the time and effort to get to know students is critical in receiving positive responses from engagement. Spending time during lunch breaks and form-spells (formtime) are perfect platforms for engaging in discussion with students on topics outside of the subject your teaching them. Getting to know what makes students tick, is transferable then to the classroom too, as you can bring in ideas and interests you know will hit buttons in your students and spark interest in the learning.
As you engage in non-subject orientated discussion, teachers must have first made decisions on what, and to what extent, you want to offer of, and share things about yourself. Whilst you do want to make connections and build strong effective relationships, simultaneously you do not want to open up the relationship to that beyond teacher-student – you don’t want to blur the lines and become the friend; a scenario with the potential for damaging authority and classroom management. All negativity aside though, by deciding what it is you will share, and actually making the effort to connect with students on a trivial level, and share, will make you become real to them. A real person. Not just the blank façade of a teacher; this unknown entity, at the front of the class asking things of you. This goes for situations outside of classroom lessons also – such as in extracurricular circumstances.
Branching out (into the wider net of the school):
Being that teacher that gets involved with everything; from extracurricular activities to student-staff social events.
The teacher who is willing to go above and beyond … the teacher who will even take a pie in the face for her students!
The Netball Coach – Getting involved in things outside of their core subjects … and making connections with students in an entirely different context.
… The Debate Team Leader.
… A “gateway programme” advisor; broadening your own skill set alongside your students. Or bringing your skill set and experience outside of teaching to the forefront, and inspiring students into contributing and being apart of the ‘real world’ in different and exciting ways – opening up doors and inspiring careers, professions, and vocations beyond schooling.
The teacher who makes himself available and open enough that you just want to chat and do things with him.
Teaching as a relational practice:
Tate states that teaching is “at heart a relationship … and everything else depends upon and flows from that relationship” (Bell, 2011, p.12). It seems obvious to understand relationships in this instance being merely the engagement that is built between the teacher and student. However there is more to developing effective relationships with students than merely connecting with them. Beverley Bell (2011) recognizes eight components that make up a relational practice, and effective relationship building between teachers and students. I particularly like the symbolism of organizing these as a jigsaw; all interconnected, and none more important than the other, but equally vital to effectively building effective relationships with students.
(Bell, 2011).
In Bell’s jigsaw (consolidated above), we are introduced to a conceptual framework with which to base our relationships. One must consider the differing worldviews that are brought to the classroom by each and every individual apart of it. As such teachers must provide the mechanisms and safe environment for all to participate in with this in mind. These include social, cultural, emotional, caring, ethical, embodied, spatial and political factors; all of which must be integral components to our practices – all being about building the right environment, to which the relationship and communicative relationship between teacher and students can then take place within. Where all content and context learning, as well behaviour management and expectations and moral development can then take place (Bell, 2011). A mutual acceptance, and mutual respect is key.
Building effective relationships doesn’t stop at those between the teacher and student though. In order to truly benefit the learning of students, beginning (and experienced) teachers must also develop strong relationships with their fellow colleagues. Bell (2011) discusses the importance of this. From my own limited experience so far, I already understand the feelings of displacement and positioning that beginning teachers can feel as they attempt to forge their way in the professional environment. Equally I have experienced the positive relationships felt between colleagues as you work each day with the focus of working together as a team for the same goal, your students. This is in reference of course to both physical tasks and for the mental health of people. The development of positive relationships are critical in such a people-orientated and service orientated profession – you can never be a solo–soldier.
Five Quick-Fire Tips to Building Effective Relationships in Your Classroom as well as the School Context:
Number One: Keep a Christ-like disposition in every thing you do!
Number Two: Keep it real. Don’t try to be something you’re not. Relate to students and staff alike on your level and their level; communication can be difficult at the best of times, don’t overcomplicate relationshps further by not being yourself. Be honest – integrity is key.
Number Three: In your instuctions, be straight – no fluff. Be fair. Be firm. Confusion can hurt a relationship. Helping students understand can go a long way in relationship building in any circumstance.
Number Four: Relax! Don’t try too hard to connect with people. Relationships are transparent – people will see right through you. Always allow yourself a laugh too; bring humor with you everywhere you go in the school, and it will be the golden tool of your teaching toolbox throughout your career!
Number Five: Be transformative – set high standards (of your students, and also yourself), and stick to and by them. But be respectful also. Never let pride (your students,’ your’s [the teacher’s], or your colleagues’) become a barrier to forging effective and meaningful relationships.
Bell, B. (2011). Theorizing teaching in secondary classrooms. New York, NY: Routledge.
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