The Value of Relationships in Teaching

[The Straight Story]

MODS: I have permission to post from this blog by it's author (who is a good friend of mine and working on her Doctorate, she welcomes feedback)

The Value of Relationships in Teaching
A Look at Classroom Teaching
By Zoa Bonofiglio

When I taught middle school, it was common for my students to describe me as a teacher that was strict but fair. I loved that these street tough kids came to me for hugs, even those not on my roster. Even more so, I was especially honored when a student who I knew was struggling, or those I personally had been struggling with, would come to me and ask if we could have lunch and just talk (an offer that was always open for any of my students no matter what). I may have been strict but my students knew I would be honest, respectful without being condescending . They knew they could trust me and that I truly cared. This is also what I value in other teachers, because the most important purpose of education is not just about democratic equality (whatever that really means in a world of power and privilege-perhaps equity) but takes the value norms of a child-centered philosophy and blends it with theories on caring. This allows for honest relationships that are interconnected and productive.

For this observation project I will first discuss some philosophical perspectives intermixed with personal experiences and value norms as I define them. This will make the foundation for my commentary of the teaching video more clear as to my position. I will then move to my commentary of the video clips I have chosen and why by explaining what I find of value in these teacher's practices. It is important to clarify that I am not judging their practices and evaluating them on a scale of good or bad. I am instead considering my own responses to their teaching stances, discussions and contexts and critiquing my own responses. I am exploring the why of what I have chosen to value in each video. What is it about these teaching situations that moved me to share them here and what is the value they hold pedagogically?

In my work as a field instructor at Michigan State University in the Teacher Education Department, I observe intern teachers frequently. While this may be a seemingly subjective task there and it is true that there are traits that every field instructor brings to their practice that are uniquely their own based on personal philosophies of teaching there are qualities of good teaching to I think fall inline with Nodding's (2005) theories on caring.

Qualities that define good teaching are seen in the relationships between teacher and student and what those relationships foster in the way of lesson planning choices, instructional practices, engagement levels and expectations. this relationship building.but much like what Nodding writes about it is not something that I look for in what the teacher is doing necessarily, but it is what I can see in how the students respond and behave. I firmly believe Nodding when she writes “Every student will need much knowledge beyond the basic but what John needs may differ greatly from what Ann needs. Caring teachers listen to John and Ann and help them to acquire the knowledge and attitudes needed to achieve their goals, not those of a pre-established curriculum”(Noddings, 2005).

As I have stated, what I value most in teaching has to do with the relationship aspect of teaching and an educational design that is child-centered focused on equity. Because this is a relational issue, caring would be at the heart of this philosophy and in many aspects of thought Noddings' ideas are one's I can agree with. The relationship between carer and the one being cared for is a bit complex and does have some debate that tags along with it. First, Smith (2004) describes the relationship as being receptive and is a give and take balance. Smith (2004) goes on to say that "he carer open to what the cared-for is saying and might be experiencing and able to reflect upon it... the carer's 'motive energy' flow[] towards the 'cared-for'. The carer thus responds to the cared-for in ways that are, hopefully, helpful...Caring involves connection between the carer and the cared-for and a degree of reciprocity;... both gain from the encounter in different ways and both give."

In practice of pedagogy, this could indeed align with the instructional strategy stance of differentiated instruction, which is the case for the majority of the video you will find below. Differentiated instruction requires teachers to respond to their students' needs and the students in turn must connect with their teachers. Teachers working to motivate and encourage their students under a differentiated instructional design must first know where to begin with their individual students, who are often at any number of levels of achievement, and be prepared to offer the scaffolding necessary to positively provide that student with the hope and self-efficacy skills to reach the goals specified. This requires a lot of student choice and personal engagement in their own learning journey. Students will not respond to adults who they feel are not honestly caring and have their best interest at heart. This is why I value the teachers who allow the student voice to be heard and offer opportunities for exploration (hands on and intellectually) because they are the one's who effect a life not just a grade. They provide a a student with a skill and sense of self and community. These pedagogical moves transcend well beyond what can (and should) be tested. This is not about simplistically transferring information or forcing a square peg into a round reformed hole. This type of teaching is about humanity and places the student at the center to guide his/her learning not some political reform act. These are the teachers who make teaching transparent thus opening up the teaching process to the learner, breaking down power regimes and traditional hierarchical structures often seen in classrooms, especially those forced to conform to standardized political mandates that break down bridges of caring versus firming them up.

http://zoabonofigliote924.weebly.com/what-i-value-about-teaching.html

[RandomThoughts]

1. video 2 had a great conversation in it.

There was a comment on loyalty. One student was speaking about what it is, saying it can not be faked, another said loyalty could be faked, speaking about the effect.


In the first student he was talking about truth of action in the idea of loyalty, while the other was talking about how something is perceived.



This is a huge point, many in areas think that how you are perceived is very important, and perception is how other people will react to you. But how you really are comes through often, and has a back lash if the perception does not match the reality of who you are. So you have to live without a mask in honesty to keep the perception of who you are as close to the reality.

Great conversation on that.

The thing many people don't think about on loyalty is who they are loyal to. Are you loyal to one individual, one group, or many groups. And can those loyalties conflict?

It is also possible to be loyal to concepts, and from there you treat people from those values.



Just watched the last clip, that was really sweet :D