The third, and final, brief in the Fostering Strong Relationships series focuses on ways school leaders can cultivate trusting relationships with and among their school staff. In this brief, we discuss the research on the importance of strong relationships between school
Excerpt: There are so many innovative ways that, as a team, [teachers and counselors] can plan how to collaborate. What would this look like? It could look like...a Counselor in your room for one period a day, rotating homerooms throughout the week, solely checking for executive functioning skill development which has been pre-planned into your content curriculum. It could look like a Counselor in the classroom as the teacher is teaching, and if a student has a meltdown or issue, the Counselor can attempt to address it within the classroom, or physically close to the classroom, in order to decrease out of classroom time for students.
The second brief in the Fostering Strong Relationships series focuses on ways teachers can support positive peer interactions in the classroom, through intentional relationship-building and social perspective-taking strategies. In it, we discuss the research on the importance of strong peer relationships, the perspectives of educators and students in the schools we visited, and evidence-based best practices for building positive peer relationships.
When we as teachers teach by example, our students become more engaged and can witness the process at work. This simple assignment, meant to stretch my students, also challenged me. I reflected on my practice, and it helped our school level biases. When students have the agency to problem solve, it also opens the doors for us as teachers to lend to the process. When we think about the many ways to impact change in the daily educational experience, we often forget those voices who are being educated. When asked, my students thought critically about change and learned how to advocate in the process. Their voices were valuable in the conversation to improve education, instructional procedures, and operations.
This brief focuses on ways teachers can develop and sustain strong relationships with their students, based on the theoretical underpinnings of the importance of this component, the perspectives of educators and students in the schools we visited, and evidence-based best practices.
When my grade 9 math students ask me when they are going to use the skills of graphing lines or solving systems of equations in their daily lives, my honest answer is that, depending on what they decide to do in life, they might not. But, I explain, I hope