Lesson 4: Relational Teachers

Effective teachers must be relational in the classroom.   Sadly, many teachers don't understand the importance of establishing healthy student-teacher relationships with their students. Many teachers create a classroom where clear hierarchy is established from the start, placing themselves above the students in every way. Many teachers make it known that their students are not welcome to question their actions or decisions.   Some teachers use their authority to establish a threatening power, over their students. While establishing guidelines and roles is important, some of these methods are not creating a climate of relationship and trust.
According to an article written by Louise Phipps Senft, an expert in conflict resolution, being relational is defined as "living in relation to others in recognition of an interconnectedness with others. It means in our interactions with others, being engaged, centered, grounded, clear, generous humble, and kind" (2014). These are traits that every teacher should strive for.  Our students need us to be leaders, but not set apart as better than they are.    Teachers need to humble themselves and remember what it was like to be a student.  Students need to feel that understand what they are going through, we need to be compassionate, caring, and empathetic.
In my classroom, I want to create an atmosphere where students are free to be themselves, have fun, laugh, ask questions, attempt new things, learn from their failures, and strive to do better.  I want my students to feel like they can question me if they feel I am wrong and offer their rationale for why they believe they are right. I want to create an atmosphere where students associate learning with a safe place.
 This environment will start from the moment they walk in...with smiles, jokes, high fives, or other interaction that can help break barriers from the start.  This concept will further be established by presenting information in a fun, engaging manner.  All lessons should include some enjoyment for the students, to build their passion for the content.  In every encounter, with every student, I must maintain a mindset of building trusting relationships with students. Being relational, building bonds with students, should be a guiding factor for all student communication, in every lesson I give, and in all homework I assign.  Building these bonds is critical if I am to be an effective teacher!

Reference
Phills Senft, L (2014). Guest Article: What Does "Being Relational" Mean? Wagonheim Law. Retrieved from  http://www.wagonheim.com/what-does-being-relational-mean/

Lesson 3 - Fostering a Learning Environment Despite Obstacles

Teaching can be a difficult job.  There are so many students for every teacher and often times teachers are pulled so many different directions at once.  Despite this, teachers have a huge responsibility to ensure that they are effectively teaching every single student in the classroom.  There are times when students have obstacles that keep them from learning.  We need to recognize these barriers to learning in order to provide proper intervention.

As a teacher, I will make an intentional effort to be conscientious of all students and their behaviors. When students suffer from emotional lows, it effects their ability to learn.  It may be that my interaction with students is the only positive experience they have in their day. I want to make my classroom fun, interaction and safe for all students to encourage learning, even for those students who don't have that experiences at home.  I desire to be the teacher that has intuition to know when something is not right, and approachable to my students for guidance and direction.  I want to pay particular attention to students interaction with each other and with me.  I will smile and laugh often as a teacher and watch for reciprocation from students.

When I am in the front of the classroom providing a lesson,  I will make eye contact with each student to identify who may not be paying attention, and take note of negative patterns among students. When students are struggling academically, I will brainstorm to identify the root of the problem. I will watch for warning signs that may indicate that their may be a bigger problem and I will not let that student fall through the cracks or write them off.  I will push through to help them receive proper intervention, however that needs to happen.