Overview:
Memorable learning experiences are most often driven not by specific lessons or activities but by teachers who build strong, supportive relationships, adapt to students’ needs, and intentionally foster social-emotional growth to enhance engagement and success.
Recently, I took an informal survey of fellow instructors regarding their most memorable moments as a “student” in education. This would have been long before many considered a career in teaching. Responses included memories of elementary school, junior high, high school, and even college. While expecting a collection of stories regarding a specific event or a particular anecdote, I was somewhat surprised. The majority surveyed often mentioned longer-term experiences. Mostly, they recalled a specific teacher who took the time to get to know them as students and as individuals. Or, teachers that recognized them struggling and adjusted their delivery of information or materials to make things more understandable.
Many respondents began their personal experiences with noting they didn’t particularly like school or specific subjects. It wasn’t until that one teacher came along. Someone who struck a chord, showed enthusiasm, simplified the topic, and then adapted a particular teaching style that eventually sparked a flame within the student to learn more. While the instructor gathered more information about the audience, the audience learned more about the topic.
As instructors at a Career and Technical school for 11th and 12th graders, many of our assignments rely on project-based learning and hands-on activities. Our days are filled with industry instruction, ELA, Math, and quite a bit of Engineering. Many traditional schools have adapted more hands-on teaching styles as well and experienced various degrees of success. After all, anything that can shake up the traditional day in school is usually welcomed by both students and teachers. I’d expected many more survey responses to highlight projects and activities. In reality, the basics of good teaching, regardless of the school or environment dominated the discussion. These experiences foreshadowed the importance of “Building Relationships with Students”.
While many relationship-building techniques already existed in our everyday teaching, some examples were not used as much. One of the often-neglected suggestions was a simple one. Saying “hello” and “goodbye”. As a team, teachers and administrators made a conscious effort to be outside of their doors, in the commons areas, and the bus entrances. Although a little startling to students used to staying within their bubble, the practice grew and allowed staff to recognize more students who might be having a bad day, or just craved a little social interaction. The practice has grown and become second nature to many staff members.
Additionally, SEL, or Social Emotional Learning is a methodology all its own. Approximately four years ago, our building introduced SEL as a school-wide initiative. Instead of a mandate, six or so instructors along with the school counselor developed a work group and modeled many of the practices during monthly PLC meetings. This allowed teachers to buy into the process as well as recognize that the majority of methods were already organically present in their classrooms. As a result, student support and relationship building increased dramatically.
The common tenets of SEL, such as self-management, self and social awareness, responsible decision-making, and relationship skills, dovetail perfectly into our curriculum. Our programs focus on career-based learning where employability skills and successful work ethic traits are emphasized. As in all classrooms, these skills contribute to student success.
Another critical component of SEL consists of allowing students to practice their newly gained skills. Perhaps the most prevalent technique at our Center is working in small groups and practicing communication and problem-solving skills. Many projects require students to establish teams in order to achieve an end goal. It may be solving a criminal investigation, assembling robotics, creating websites, creating engineering blueprints, planning aviation flight plans, or a wealth of different opportunities.
With learners from 26 school districts encompassing a five-county area, we have a very diverse student body. This is often the first exposure to backgrounds and upbringings dissimilar to other incoming 11th or 12 graders. One of the greatest benefits to attending our school is the opportunity to expand horizons. For many, this type of opportunity doesn’t occur until college or a first career.
When we teach, we know. Every instructor recognizes the student who “left the classroom” even while staring politely at the board or speaker. This is where establishing relationships early can carry a struggling student to the finish line. The basics are second nature to most of us in education. Checking in one-on-one during a lesson, modifying delivery, self-paced learning, and often scaffolding lessons to the individual student. With rigid benchmarks, end of semester testing, State mandated guidelines, and an endless amount of administrative tasks, it’s easy to forget the importance of relationship building.
As experienced teachers or those new to the profession, a reminder of basic relationship building never hurts. If you feel yourself struggling along the way, remember those teachers in the past who inspired, supported, were approachable, and gave you the feeling that they genuinely cared about you as an individual. Some day, they may just remember you as the one who struck a chord, instilled enthusiasm, or inspired them to do great things.
