Building and maintaining positive relationships with students is absolutely everything. Without trusting relationships, teaching will be less effective, students will be less engaged, and much of what we do will be for naught. I made mistakes with maintaining student relationships this past spring, and have intentionally made plans to build and maintain trusting relationships come August.
Mistakes I Made in the Spring of 2020
When reflecting on relationships with students this past spring, I can pinpoint two major mistakes I made once we started distance learning.
First, I made the assumption that since I had already built relationships with my students that we could get right to the business of learning. Honestly, I was so worried about academics that I didn’t really think about our relationships. This was a huge misstep.
Second, I did not do nearly enough to put systems into place to allow students to maintain and continue to build their relationships with each other. My relationship with students is important, but I came to realize that my students’ relationships with each other were of even more importance. Students need me, but distance learning clearly showed me that they need connection with each other even more.
What I’ll Do Moving Forward As the School Year Begins
My fifth grade team and I have spent a great deal of time talking about changes we will work to actively make at the start of the school year to foster relationship building with students from a distance. It’s much easier in person, but we have a few ideas we’re going to try out at a distance.
Idea #1 Before the start of our school year, we are going to try to safely (with a mask and physically distanced) visit each of our students either outdoors at their home or at an agreed upon meeting place near their home. Since we know we are going to be teaching at a distance through a computer, we want to meet each student in-person to casually chat, answer questions they may have, and get to know them before the school year starts. This will take time, but the time spent up front will only support everything we will try to do in the future.
Idea #2 Schedule twice weekly Fun Zooms with our classes. This will look different with different age groups. With my fifth graders, this was a huge hit in the spring, and we did not do it nearly enough! We need more connection through fun and joy right now that is not attached to academics at all. For example, my fifth grade level partner Laura loved playing MadLibs with her class. This is something they all laughed around and connected on each week. Students really enjoyed sharing their outside interests as well- one of my students played his guitar for us, another often shared her drawings, while another just wanted to chat about her annoyance with her younger sibling. This unstructured, free, fun time was always a welcome experience for all involved. It really helped us stay and feel connected with each other. So, instead of doing this every now and again, we’re going to schedule it at a regular time twice a week during school hours. Some weeks, we may even do it more!
Idea #3 Create many opportunities for students to build and maintain relationships with each other. Before we sheltered in place, I had systems in my classroom set up for group work and different partnerships throughout the school day. Every single school day prior to March 13th, students collaborated with multiple peers on an ongoing basis. This fell by the wayside when we were in crisis mode and following an asynchronous teaching model this past spring. Well, my fifth grade team and I are bringing back regularly scheduled, real-time human interaction for our kids- and ourselves! This was sorely missed in the spring. In July 28th’s post, I’ll go into much more detail about how we are going to make this happen from a distance, but for now, here are a two of our ideas.
- Daily class Zoom morning meetings where students will have rotating morning partners for small group and whole group discussion. In these meetings, we plan to have casual conversation, read alouds, and play a game or two to start each day. Students will be able to both freely ask questions, offer ideas, and share stories.
- Reading, writing, and math partnerships or trios for each learning unit. After our synchronous whole group mini lessons each day, students will break off to independently work offline, but they will all have their Zooms still open and computers within earshot in breakout rooms so they can easily ask questions or collaborate with their partners when needed. This will also allow us teachers to pop in and out of break out rooms for small group instruction and conferring during independent work time. More importantly, it will give students the opportunity to collaborate on their terms when they feel that they need it.
Idea #4 Regularly seek out, listen to, and apply feedback from students. One thing we do not do enough of in education is ask students how we’re doing and what they’d like to see more of in class. We rarely ask them how we’re making them feel and what they’d like to see change in school. I did not do this in the spring, but have made a habit of it in the past. This can be done through a Google Form survey or even a casual class discussion in the morning meeting. When we invite students to let us know how we’re doing as teachers and how they’re feeling as students, trust has the potential to exponentially grow, and relationships tend to become much stronger. But, not only should we ask them their opinion, we should also apply what they tell us. That’s key!
Here’s an example of a beginning of year survey and a mid-year student survey from last school year.
Idea #5 Allow students to get to know you, too! As teachers, we often make efforts to get to know students, but we should equally make an effort to allow students to get to know us. My students know me almost as well as my friends do, but in a more professional manner, of course. They all knew I was a massive Pearl Jam and San Jose Sharks fan, had a fear of flying, loved singing (poor kids heard me break out into song often!), and that I despised ants more than any other creature on Earth. These things may sound trivial, but opening up and allowing students to get to know me only made our relationships stronger. One rule of thumb I try to follow each year is to connect with each student around something outside of school. For example, with my students Eddie and Nicholas this year, we talked hockey all the time. My student Angela and I shared a fondness for cats. Elsa and I connected over a shared music interest while Vince and I talked ramen. You’d be surprised how much there is to discuss about ramen (unless you’re a ramen lover like Vince and me!). Making a point to find an outside of school connection with students goes a long way in relationship building, trust, and connection.
I’d love to hear some of your ideas for building relationships with students. What have you done in the past that has worked well? What are some new things you plan to do in our new teaching and learning landscape moving forward?
- Book: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad, particularly chapter 3, Toward the Pursuit of Identity. My fifth grade team and I are reading and discussing this brilliant book over the summer. We are really examining how our literacy practices impact our students and what we should do differently. Chapter 3 is all about inviting in and honoring students’ identities in the classroom. By acknowledging and honoring our students identities, they will more likely feel safe, more likely trust us, and we will more likely be able to better build relationships with them that are authentic. I cannot recommend this book enough!
- Book: No More Teaching Without Positive Relationships (disclaimer: I have not read this book myself yet, but I have learned a great deal from Heinemann’s Not This, But That series and heard this is a great new book, so it is high on my to-read list!)
- Blog Post: Building Student Relationships Online from the NCTE Blog
Post #3 is coming up tomorrow! Tomorrow’s writing will explore the mistakes I made in the relationships with my students’ caregivers this past spring and how I plan to effectively communicate with students’ caregivers once the new school year starts in just a few weeks’ time.
All posts in this blog series will be housed here: 15 lessons learned for the 2020-21 School Year, July 20-August 7th Click on the follow this blog link to have the posts delivered to your inbox each day, or check back tomorrow!
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