“No significant learning occurs without a
significant relationship.” -Dr. James Comer
Teachers
We doubt ourselves, our professional worth, and
societal value because we are constantly being judged by administrators,
parents, colleagues, the media, and our students. These judgments make us feel
as though what we are doing is always wrong.
Consider this…
A recent post that a teacher wrote about school
supplies has been going around Facebook. This teacher shared a story about
running into some of the families in his class doing their back to school
shopping. His cart was full of supplies for the students in his classroom. A
parent confronted him with the supply list and as her children watched,
complained about having to buy so many things, oblivious to the fact that his
cart was full of these same supplies. As the teacher went through the checkout
lane and paid for his supplies, the family in front of him turned around,
noticed his purchases and commented that he must be a teacher. This parent,
with child watching, thanked the teacher for his important work and handed him
a gift card. Reflecting on this later, the teacher realized how differently the
children of those two families will think about school and education, based on
the interactions their parents had with him. One child may think about the
importance of investing in education and supporting the work of teachers. The
other may think of school as a chore, as supplies to be crossed off a list, and
question the value of teachers and education.
What does the teacher do to overcome the
differing attitudes toward education as he or she begins to create the new
year’s classroom culture of positive relationships?
Students
It’s a new school year. Each individual student
has a different reaction to this annual rite. For some it’s about school
supplies, new clothes, and a happy reunion with old friends. For others it’s
the beginning of a new charade, when they again work to hide their realities at
home (homelessness, poverty, violence) and be someone else at school. Still
others come with apathy toward school which can result in conflict at school
and at home.
Consider this…
Surprisingly to those who don’t work in schools,
each new school year begins in a state of chaos. Staff is yet to be
settled because of enrollment and budget interdependencies; classroom and
teacher assignments are potentially in flux until enrollment figures become
more stable, which is usually in the second month of school; highly mobile
families are yet to settle on which school their child will attend; and as
always student transportation and all it entails can be a nightmare. And, most
of the students can sense the chaos without an understanding of its source.
How can we expect all children, with the
complexity of their various needs, to successfully start school in a chaotic
environment? What can teachers and other adults do to assist in calming the
environment?
Parents/Guardians
Just as there are many differences in teachers
and students, parents and guardians also represent a multitude of perspectives
and attitudes toward schools. There are caregivers with a very narrow focus
whose only priority is their own child and his or her success. Others may have
a well-balanced perspective of their child as part of a diverse community of
learners, within the larger school community. There are also some adults at
home who for a variety of reasons are unable to be a support in their child’s education.
Consider this…
In any classroom we have parents who fit into
all of these categories. It is not for us to judge, but to accept this reality.
With this reality, all of us must band together and work to create equal and
rich learning environments for all children. Do we think about parent
involvement in a way that all children are represented? To be successful in
school, all children must feel like a contributing member of their school
community. It is imperative that teachers, students, and caregivers work
together toward a goal of inclusivity.
Relationship building among key people in a
school community is what we are talking about. In our next blog
post we will explore a bit more about how healthy relationships between and
among these groups of people can mean a successful school experience for all
children, staff and families. This is truly the foundation of student
achievement.
