Overview:
Memorable learning experiences are often not driven by specific courses or activities but by teachers who build strong, supportive relationships that are responsive to students’ needs, and that intentionally encourage social-emotional growth to promote engagement and achievement.
Recently, I took an informal survey of some teachers about their most memorable moments as a “student” in education. This would be a long time before many would consider a career in teaching. Answers included memories of elementary school, middle school, high school, and even college. While I was expecting a collection of stories related to a particular event or anecdote, I was somewhat surprised. Most of the respondents often mention long-term experience. In particular, they remember a teacher who took the time to get to know them as students and as individuals. Or, teachers they see are struggling and adjust their delivery of information or materials to make things more understandable.
Many respondents began their personal experiences by noting that they did not particularly like school or certain subjects. Until that one teacher came. Someone who impressed, showed passion, made a subject simple, and then adapted a particular teaching method that ultimately rekindled the flame in the student to learn more. As the instructor gathers more information about the audience, the audience learns more about the topic.
As teachers at a Career and Technical school for 11th and 12th graders, many of our jobs rely on project-based learning and hands-on activities. Our days are filled with industrial instruction, ELA, Math, and a little engineering. Many traditional schools have adapted many teaching styles and achieved varying degrees of success. After all, anything that can shake up a normal day at school is usually welcomed by students and teachers. I expected more survey responses to highlight projects and activities. In fact, the basics of good teaching, regardless of whether it is the school or the environment dominated the discussion. This experience illustrated the importance of “Building Relationships with Students”.
Although many methods of building relationships already exist in our everyday teaching, some examples are less used. One of the most often overlooked suggestions was simple. Saying “hello” and “goodbye”. As a group, teachers and administrators make a conscious effort to be outside their doors, common areas, and bus entrances. Although it was a bit of a surprise to students who were used to staying inside their bubble, the practice grew and allowed staff to see many students who may be having a bad day, or simply yearn for a little social interaction. This practice has grown and has become second nature to many workers.
Additionally, SEL, or Social Emotional Learning is a method of its own. About four years ago, our building introduced SEL as a school-wide program. Instead of an authority, six or more teachers and a school counselor form a work group and model many processes during monthly PLC meetings. This allowed teachers to buy into the system and see that most of the methods were already in place in their classrooms. As a result, student support and relationship building are greatly increased.
Common SEL principles, such as self-regulation, social awareness, responsible decision-making, and relationship skills, fit well into our curriculum. Our programs focus on work-based learning where employability skills and effective work behaviors are emphasized. As in all classrooms, these skills contribute to student success.
Another important part of SEL involves allowing students to practice their newly acquired skills. Perhaps the most common method at our Center is working in small groups and practicing communication and problem solving skills. Many projects require students to form teams to reach an end goal. It could be solving criminal investigations, assembling robots, creating websites, creating blueprints for engineers, planning airplane programs, or a wealth of different possibilities.
With students from 26 school districts spanning a five-county area, we have a very diverse student body. This is often first expressed in backgrounds and upbringings unlike those of other incoming 11th or 12th graders. One of the biggest benefits of going to our school is the opportunity to expand your horizons. For many, this type of opportunity doesn’t happen until college or a first job.
When we teach, we know. Every teacher sees a student who has “left the classroom” or is staring at the board or the speaker politely. This is where establishing relationships early on can carry a struggling student to the finish line. Fundamentals are second nature to many of us in education. Individual assessment during the course, preparation of presentations, self-paced study, and regular lessons for individual students. With strict benchmarks, end of semester exams, State mandated guidelines, and an endless amount of mentoring activities, it is easy to forget the importance of building relationships.
As experienced teachers or those new to the profession, a reminder of relationship building never hurts. If you feel yourself struggling along the way, remember those teachers of old who were encouraging, supportive, approachable, and gave you the feeling that they truly cared about you as an individual. One day, they may remember you as the one who applauded, excited them, or encouraged them to do great things.
