Relationships always have been integral to the teaching and learning process. However, building relationships in schools is becoming a non-negotiable — something schools must embrace to ensure student success. Data suggests that, unfortunately, many students have little contact with their parents or other adults. Yet, the need exists within each individual to feel connected and to belong. Without an intentional focus on relationships, and systemic efforts to develop those for every student, the likelihood exists that many students will become chronically disengaged from school.

Research from a variety of perspectives indicates a strong correlation between positive student-teacher relationships and student success in schools. Those include:

–          increased student learning and desire to achieve at high standards;

–          decreased negative behavior incidents and dropout rates;

–          increased school satisfaction and motivation;

–          increased sense of student self efficacy;

–          improved positive attitudes toward school; and

–          improved student social-emotional skills, such as caring, empathy, social responsibility.

The quality of relationships teachers have with their students is the keystone to effective classroom management, and perhaps even to the entirety of teaching. As one learns about having high expectations for all students through strong student-teacher relationships, it becomes apparent that relationships impact almost every aspect of education, from student achievement and closing the achievement gap to school safety. In fact, relationships permeate the culture of a school and indicate either a positive or toxic culture within the school.

A teacher’s content knowledge is crucial in improving student achievement. However, teachers must first see the students as individuals and what each brings to the table in terms of interests, strengths, gifts, and areas for growth. Building relationships begins with the simple things that matter most to students — smiling at them, using their names, knowing who they are and what they like, allowing them to know who their teachers are, being consistent, not being afraid to admit that teachers themselves also made a mistake — and proceeds to thinking about how to use the relationship to connect students to learning and to give them ownership in the process. It means valuing who they are and what they have to say. Teachers like to think of it as treating all students like they would want their children to be treated. John Dewey once said that “what the best and wisest parents want for their child should be what we want for all children.”

By: Mrs. Susana J. Redima | Teacher III | Mariveles National Highscholl | Mariveles, Bataan