Motivating Student Learning Through Building Meaningful Relationships

Pam Dixon M.Ed.

Matt Stephen D.Ed.http://youtu.be/fPCBHJLxht0

Arkansas Tech University

Center for Leadership and Learning

This session explores ways in which adults in the internal and external school community can improve student and adult learning through the building of meaningful relationships. Participants will explore step-by-step approaches on how to build meaningful relationships among students, teachers, support staff, school leadership, and community members.

Pair/Share ActivityLet’s take a walk into the past…

Can you remember your K-12 teachers?

Is there one special teacher you will

never forget?

Why?

We must purposely work at developing a positive school culture born from an organization’s vision, beliefs, values, and mission (Fisher, Frey, & Pumpian, 2012).

CULTURE OF MEANINGFUL

RELATIONSHIPS

VALUING OTHERS

MUTUAL RESPECT

CELEBRATION OF DIVERSITY

VALUING OTHERS

MUTUAL RESPECT

CELEBRATION OF DIVERSITY

SHARED EFFICACY IN BUILDING A GREAT SCHOOL

SHARED EFFICACY IN BUILDING A GREAT SCHOOL

Supporting Research

Davis (2003) found in a search of motivational literature that the quality of student-teacher relationships greatly determines the students’ motivation to learn in the classroom.

Garza, Ryser, & Lee (2010) found in their research that students’ decisions to remain in school are greatly influenced through their relationships with caring teachers.

The teacher-student relationship, although very important, is not the only relationship that must be cultivated for school success.

School Community Relationships

Student ↔ Teacher

Student ↔ School Leader/Support

Student ↔ Parent

Student ↔ Community

Teacher ↔ Parent

Student ↔ Student

Teacher ↔ Teacher

Community ↔ School Leader/Support

Parent ↔ Community

Parent ↔ School Leader/Support

Teacher ↔ Community

Teacher ↔ School Leader/Support

Community ↔ Community

School Leader/Support ↔ School

Leader/Support

Steps to Building Meaningful Relationships School-Wide

1. Revisit the mission and vision of the school for building relationships.

2. Collect and examine data on internal and external relationships.

3. Determine priorities.

4. Form PLCs for action research and include community and parents.

5. Write a plan for building meaningful relationships.

6. Implement the plan.

7. Evaluate and determine how to sustain progress.

Activity (Time to get up and move around)

Select a school relationship and prepare a relationship-building strategy

COUNSELORS AS RELATIONSHIP BUILDERS

• Advocates for all students• Collaborators between students, parents, teachers, and other

stakeholders• Leaders in the school helping change school cultures and

influencing system wide changes• Concerned with the whole child – healthy, safe, engaged,

supported, and challenged.• Aligns vision and mission with those of the schools – work

together to achieve meaningful relationships• High expectations for all students• Multicultural awareness• Positive role models

BENEFITS FOR STUDENTS

• Equitable access to educational opportunities• Understanding connections between education and future success• Skills to increase success• Career exploration and development• Knowledge of our changing world• Personal/social development• Effective interpersonal relationship skills• Opportunity for counselor-student interactions• Development of resiliency factors• Facilitative, cooperative peer interactions• Access to advocacy

The AR Model: A Framework for School Counseling Programs

BENEFITS FOR PARENTS/GUARDIANS

• Support in advocating for their child’s academic, career, and personal/social development

• Systematic partnership to support academic and career planning for students

• Opportunities for parent/school interaction• Access to school and community resources• Training and informational workshops• Access to data related to student progress

The AR Model: A Framework for School Counseling Programs

BENEFITS FOR TEACHERS

• Interdisciplinary team effort to address student needs in all domains• Access to collaborative partnerships for goal attainment• Access to support for skill development in classroom management and

affective education• Consultation to assist in their guidance and advisement role• Access to a system for co-facilitation of classroom guidance lessons• Support for classroom instruction, improvement in school climate and the

learning community• Access to the school counselor as a classroom presenter and resource

The AR Model: A Framework for School Counseling Programs

BENEFITS FOR COMMUNITY

• Community-school collaboration for mutual awareness of needs

• Opportunity for active participation in the school counseling program

• Collaboration that enhances a student’s postsecondary success

• A workforce with decision-making skills, pre-employment skills, and increased worker maturity

The AR Model: A Framework for School Counseling Programs

Administrators as Relationship Builders

Teacher ↔ Student

John C. Maxwell’s Enlarging Process See potential Cast a vision for their future Tap into their passions Address their character flaws Focus on their strengths

Administrator ↔ Teachers/Staff

No relationship in a school has a greater effect on the quality of life in that school than the relationships between

the teachers and the principal.

Roland Barth, Improving Schools from Within: Teachers, Parents and Principals Can Make the Difference

Teacher ↔ Teacher

Relationships among the school’s members must be sufficiently strong to withstand the stresses and to seize the opportunities that

school will encounter.

Donaldson (2006)

Curriculum Leaders as Relationship Builders

• PREP – Problem Solving– Real-World Learning Activities– Entrepreneurial Skills– People Skills

Shifting Gears: Content to Process Ian Jukes and Ted McCain

The InfoSavvy Group and Cystar, 2005

Community as Relationship Builders

School ↔ Community

Inviting Culture

Collaboration

A meaningful relationship-building plan will not happen on its own.

It must be purposely and thoughtfully created by the entire school community

If done right, the pay-off is immense.

“We knew the relationships that teachers build with students were important, but

seeing the proof of it in the survey results made a big difference.”

Mark Freeman

Superintendent

Shaker Heights City School District

Cleveland, Ohio

Door Prizes

Best wishes for a great conference and

a safe trip home!