Simply, being relational as a teacher means building relationships and connecting with students in our classrooms. We can not just be content experts who disseminate information; we must be relational experts who connect with students. Haberman supports this claim in his book Star Teachers. The concept of being relational as a teacher is supported by brain-based education. After all, the brain learns best in a low-stress environment and this can be achieved by trust-based relationships in the classroom. If a student has hostility toward education and his/her educator in general, there will be a psychological and neurological barrier to learning. Since we know that high levels of cortisol can cause death to cells in the hippocampus, it is essential that teachers build relationships that ensure a low-stress environment in their classrooms in order for better academic achievement from their students.
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Where many teachers may give their students "surveys" in an effort to gain some personal knowledge about their students - this device is not sufficient and can actually be seen by students as something else "they have to do" and not relational at all. When we think about it, the best relationships we have with people in our personal lives come from the time we spend getting to know them. Now, while the classroom it not just a social sphere, and there are multiple goals to achieve academically, a teacher can still build trust-based relationships with his students. This can occur in a myriad of ways. First, the way in which a teacher speaks to his students is important. He needs to ensure mutual respect when speaking to young people in his classroom. Further, he can build relationships by his one-on-one interactions with students. This may come in the form of one-to-one feedback sessions or even helping a student with his/her work in class. The teacher can kneel down at the eye level of the student and use a respectful, encouraging voice. If the teacher has concerns for the student's work he can conference with the student during an appropriate time. All of these small interactions can model respect and care for the student.
Further, the classroom can always use laughter. Laughing with students or sharing small stories about a weekend experience or after-school activity decreases stress and helps the students to connect with a teacher.
In this way, the students see that the teacher is relational and approachable - this can further their sense of felt-safety in the classroom. When a student feels safe, he/she feels safe to try new things and re-try things that may have not been successful on the first try - all of these tools can help a student build relationship with the teacher and in turn, increase the student's resiliency and academic abilities.
A lot of times, humans have a hard time connecting because it demands vulnerability. Brene' Brown brilliantly explains this sociologically phenomenon in her TED Talk "The Power of Vulnerability"; it is a powerful argument to declare the need for more human connection through vulnerability - and is much needed in the classroom as well.
Love the Ted Talk! Your blog would be great to share with other teachers!
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