Building effective relationships

Do nothing from rivalry or conceit, but in humility count others more significant than yourselves. (Philippians 2:3)

Teaching in its very nature is relational. It first and foremost involves relating to students. Healthy student-teacher relationships improve learning and reduce behavioural issues (Bell, 2011), and therefore we are wise to pursue them. Student-teacher relationships can also be the source much joy for the teacher, spurring us on when we get weary. The second most important relationships are those between colleagues. We need our fellow teachers to mentor and guide us, to support us, to bounce off ideas with and to challenge us to be better teachers. As teachers we also relate to the community, particularly students’ families, to our own families and our subject. All these relationships have the potential to grow us as teachers if properly nurtured.

The more time I spend with my class, getting to know my students’ individual backgrounds, interests, strengths, and weaknesses, the better the position I will be in to engage them in learning. Healthy relationships between teacher and students build a platform of trust and respect, on which each party is willing to truly listen to the other and respond accordingly (Rogers, 2011). Building students up with genuine positive feedback is necessary part of strengthening student-teacher relationships. I will foster these relationships by sharing appropriate information and relevant stories about myself. I began my practicum at Onslow College by showing a short slideshow about myself and my journey to teaching.

I will also take an interest in their lives in and out of the classroom and going the extra mile for them. Whilst on practicum I was able to glean information about my students’ interests as I listened to their conversations. I was then in a position to show interest in them, asking, for example, how their basketball tournament went on the weekend.

Having a sense of humour is important for building relationships. Humour can also defuse a potentially volatile situation, avoiding escalation where further corrective measure might be required. 

To build relationships with my colleagues I will be open to learning from and sharing with them. I will be gracious in disagreement and seek their wellbeing. I will have to be conscious of not getting caught up in gossip and factions with colleagues but endeavour to be a bridge builder and reconciler. I witnessed colleagues supporting each other at Onslow by taking on another’s marking and by relieving for them when available. 

Finally, I will also endeavor to foster relationships with the parents of my students. If possible, I would like to visit the parents of my students early in the year. I would like to foster an open line of communication with parents, encouraging them to take an active interest in their child’s education. This means I will communicate with parents about their child’s successes as well as their challenges. Building healthy relationships between home and school has been shown to help improve both learning and behaviour (Macfarlane, 2007).

Relationships are integral to effective teaching. They take time and effort to foster but yield great dividends in return.

Bell, B. (2011). Teaching as a relational practice. In Theorising teaching in
        secondary classrooms: Understanding our practice from a socio-cultural
        perspective. Oxford, England: Routledge.

Macfarlane, A. H. (2007). Discipline, democracy and diversity: Working with students with behaviour difficulties. Wellington, New Zealand: NZCER Press.

Rogers, B. (2011). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. (3^rd ed.). London, England: SAGE Publications Ltd.