1 Running Header: RELATIONSHIPS ARE ESSENTIAL

Relationships Are Essential for Motivation in the Classroom Valerie Riley College of Western Idaho PHYE 210-001

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Abstract This paper explores twelve peer-reviewed articles that explore the benefits of teachers focusing on building genuine positive relationships with their students. Many are case studies on building rapport and relationships, creating positive classroom climates, student behavior, and teacher encouragement that support the proclamation that teacher-student relationships affect student motivation in the classroom.

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Student achievement levels are concerning to teachers who desire their students to put more effort into learning. Students seem to have a lack of motivation to learn. Creating caring teacher-student relationships are key components in motivating students to learn. Building relationships establishes a classroom climate that is positive, safe, and empowering and will assist in student motivation. It is necessary for a teacher to create and strengthen relationships. There are many practical activities teachers can participate in with their students to create this necessary relationship. Student behaviors are linked to the relationship they have with their teacher (Morganett 2001). Teachers starting positive relationships right away, even before school starts will increase student motivation. Legg and Wilson (2009) wrote on a study performed where a teacher sent out an e-mail to some students one week prior to school starting. The study confirmed that those students who received the e-mail had heightened motivation about the class and instructor, had better retention and better grades compared to those students that didnt receive the e-mail. First impressions are influential in students long term outcomes. Continuing the communication daily by talking honestly, making eye contact, using personal stories, incorporating humor, and communicating outside of class will increase the rapport between the teacher and student. With so many forms of communication available, like Facebook, Twitter, e-mail, and blackboard its easy to communicate with students outside of class. Elementary student may not be able to participate in these technological ways of communication, but a post card welcoming students to class will have the same effect. Catt, Miller, and Schallenkamp (2007) define rapport as a relationship containing trust and harmony. Students feel that an important quality for a good instructor to have is building a rapport with them; they even desire it. To gain the desired

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learning outcomes, trust and credibility need to be established between teacher and student. Teachers will establish trust if a student feels that a teacher believes in them and knows that the teacher has a personal outcome and strategy specifically for them. The teacher must show that and not just state objectives. Learners retain 90% of what they say and do and retain only 20% of what they hear. Intentionally building rapport and relationships with students isnt an easy task for a teacher, it takes planning and effort. The effort is worth it because it sets the stage for the rest of the year in a positive way. Building relationships with fellow classmates also helps build a positive environment that will create strong bonds and feelings of being connected. This type community will allow the student to freely express themselves, will reduce anxiety, and improve positive outcomes. Individuals will see themselves as valued, respected, and known in this type of connected environment (Frisby & Martin 2010). Students tap into high level thinking and creativity when they feel safe in a nurturing and caring environment. Teachers can foster this by teaching and modeling social skills where the encouragement is practiced and put downs are not allowed. Patricia Cranton (2006) advises that authentic and genuine relationships are developed between teachers and students. Cranton gives teachers strategies to develop authentic relationships through self-awareness, awareness of others, and critical reflection. Some self-awareness activities that a teacher can put into practice are writing an autobiography, write nouns that describe one self, construct an art piece that represents them, and examine momentous life experiences. To get to know their students, teachers can find out students personal interests, their family life, and their favorite learning styles. When teachers find ways that work in

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developing authentic relationships, those activities should be written down or communicated creatively, as in a poem or collage. A case study was done on what students felt make a positive climate for learning, written by Gillen, Wright, and Spink (2011). Two of the five dimensions of classroom climate are teacher-student relationships and peer relationships. This reveals that students are aware of the importance of relationships. Students are more motivated and involved in learning when they feel supported and respected. When students work together, even more support is perceived, and students are more apt to seek help. The developments of relationships help provide a more inclusive classroom. Students also felt that it was important to be able to choose who they sit with in the classroom. This shows that students value friendships and friendships provide motivation. The implications of this study support strategies of collaborative working and activities that build self-esteem. A first grade classroom was observed by assessing relationships through two conversations. Fottland and Matre (2005) share the three major themes that developed through these conversations. The first theme is how the teacher views the student, the second is how the teacher connects with the students, and the third is how the teachers wanders with the students. In the first narrative, or conversation in this first grade classroom, a semi-practiced play was taking place. The students werent sure how to start, but the teacher lets the students work out the details whiles she narrates. The end result was a room full of captured students where success was felt by the actresses and the audience. In the second narrative, the teacher writes words on the board that students need to decode. Students sound out the letters to decode the words. The last word was decoded by a girl who was shy and needed the encouragement of the

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message. This was of course planned by the teacher so that this cautious little girl would feel confident while reading the decoded message. The teacher must see the potential in the child and help to fuel the fire that is inside of the student. By being interested in students and capturing their interests, teachers can make a connection with their students. After the potential is seen and the connection made, then purposeful encounters can happen where learning and growth take place. These meetings are not just happenchance, but intentional walks to touch and affect students. Teachers should strive for a connectedness through conversations to progress students holistically, just as a master would for their apprentice. Teacher Torey Hayden has had several encounters with children to witness the power of a teacher-student relationship. Mike Marlow (2011) shares some of Haydens stories as an affirmation of the synergistic power of relationships. Hayden taught students with emotional and behavior disorders. One student in particular was Mary. When Mary was dropped off at the preschool Hayden volunteered at, Mary would hide under a piano and not come out or speak to anyone. Without direction, Haydens charge was to help Mary. Hayden crawled under the piano with Mary and would talk with and read to her. It took months to establish trust, but finally Mary would speak again. Hayden gives us three ways to strengthen teacher-student relationships; commitment, modeling, and communication. If a student knows that at teacher loves and cares for them and feels secure in their presence then they will gain greatly need esteem from the teacher. When a teacher models behaviors of a functional adult, including how they relate to others and handle negative situations they will provide student with the knowledge of how healthy relationships should look. Teachers wont be able to save students from their lives, but providing a model for them to reflect on will provide students with hope.

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Communication starts not by talking, but by observing others behaviors and interests and by listening. Students will trust their teachers when teachers communicate that they are listening to them. A classroom activity that helps student communicate is a circle of communication. At the beginning of the day, end of the day, or both a circle can be formed where students can talk about their activities, interests, or issues. To test the validity of relationships Hayden divided children with poor reading skills into three groups. The first group had tutors with updated materials and methods. The second group had untrained college students reading magazines, books, and comics to them. The third group was a control group. After six months of being in these reading groups, both groups both improved considerably. This shows that method isnt as important as having someone take the time to hang out with students and give them positive attention. Teacher-student relationships are powerful tools that can help students attain their specific needs. One reason teachers may shy away from becoming involved in a relationship are because they dont know where to draw the boundaries. What is the boundary between being professional and being authentic? What is acceptable to share? Keeping the reason why it is necessary to develop teacher-student relationships in site will help balance those questions; creating an atmosphere of trust and acceptance that motivates students to develop and learn (Cranton 2006). Is putting all that effort into a relationship that will only last a short time worth the effort? Hayden says that it is better-to-have-loved-and lost when a relationship cannot continue because the effects that providing them with love and security for the time she has them is worth the loss. Some may feel that they shouldnt get involved with students and just teach them. However, it is a must for students to have the confidence that they gain from knowing

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someone cares about them. Without that confidence, students will not obtain their full learning potential (Marlowe 2007). Understanding that relationships are important and actually knowing how to develop them take is the biggest part of the battle. Calling students by name, asking questions that require transparency, using non-verbal cues such as smiling and nodding, and attending workshops that concentrate on building teacher-student relationships are practical ways that teachers can start to shape relationships with their students (Frisby & Martin 2010). Creating an environment where participation is encouraged and students will not be made fun of, recognizing when students are trying to contribute, allowing students to give their opinions, showing authentic concern for students needs, and providing cooperative learning projects that reinforce community and working together are more ways to enhance relationships with students. Conversing with students that include active listening and being thoughtful to students feelings are ways to develop relationships. Having a system of communicating with students with regularity will maintain connections. During those regular conversations it is necessary to give students positive affirmations (Morganett 2001). Pecaski McLennan (2007) shares ideas on how using sociodramas can promote relationships between students and educators. Sociodramas are dramas where participants act out social or group problems that result in group learning. When students see a situation acted out with different outcomes, they can envision themselves in that situation and already have an idea how they can respond to that situation. Sociodramas empowers students and promotes self-confidence and risk taking. The classroom becomes a place of nurture and safety. These role plays can be about simple matters like sharing toys to

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more complex issues such as bullying. Sociodramas are useful tools, enacted in a safe place, that promote caring teacher-student relationships. Focusing on teacher-student relationships will be a factor in classroom management. In a public opinion poll the American people feel that disciple in the classroom is an issue according to Freierg and Lamb (2009). Behaviorist methods of earning a smiley face or gold star for good behavior and putting names on the board with check marks for bad behavior have been the traditional disciple methods. The motivation behind the traditional method focuses on consequences or rewards. The goal of discipline should be developing a process to change negative behavior and training students to be self-disciplined. Marlowe warns that focus should be on changing behavior and not obedience, because when the control is lifted, disobedience prevails (2011). Pro-social classroom management style includes social-emotional emphasis, school connectedness, positive classroom and climate, and creating student self-discipline. Social-emotional emphasis is where teachers care for students and their emotional needs. When students have a strong sense of belonging to their school and peers, this is called school connectedness. In positive classroom climate students feel safe in a caring environment. Making mistakes and learning from them and being able to reflect on the situation is part of creating student self-discipline. An interview was given to student asking them why they loved school. Not so coincidentally these pro-social aspects are the same as the reason they gave why they love school (Freierg & Lamb 2009). People like to hang out with people that like them and accept them. A person tends to cooperate with and please people that they like (Morganett 2001). On the other hand, teachers that say many of their students have behavior problems are the same classrooms that the teacher-

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student manner is negative. Teachers will encounter negative behaviors that result in negative emotions in the classroom; it is how it is handled that will keep a positive teacher-student relationship (Stuhlman & Pianta). The use of I messages is a way to communicate what behavior needs to change without damaging a students character and maintain positive relationships. I messages describe how behavior causing the problem, then the effect of the behavior, then how the teacher feels about the behavior. Speaking privately, without hostility, by discussing the unwanted behaviors is another way to respect the students feelings (Morgananett 2001). Howes (2000) relates teacher-student relationships to the attachment theory stating that children will explore more learning opportunities if they feel emotionally secure with the teacher. When students feel secure with their teacher, they interact better socially with other students. A study done with students in a day care on social competence, those students were followed until second grade. The findings were that the students that had a good teacher-student relationship were not as aggressive and had fewer disruptive behaviors than those students who conflicted with their teacher. The latter students were also more socially withdrawn. These negative behaviors are similar to families that are not relationship centered and have high conflict. It is imperative that teachers work on positive relationships to create an environment where students are open and willing to learn how to manage constructive discipline. The following story shared by Freiberg and Lamb (2009) conveys the importance relationships have on students academically, socially, and emotionally: Andrews former teachers warned mehe was erratic, unpredictable, and borderline dangerous. Worse, they warned, he has little remorse for his actions. Andrew was labeled Emotionally Disturbed (ED). His excitable eyes

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and smile greeted me the first day. But within weeks, Andrews first-day smile transformed into outbursts, glares, and bizarre behavior. Teased by peers, Andrew lashed out physically and landed himself in trouble. Unable to relate, Andrew withdrew into a lonely state, drawing disturbing illustrations during class. I needed to build a relationship with Andrew, though he frightened me. We began to talk at recess, about cartoon art and carshis passions. Slowly, we started to connect. I was no longer his disciplinarian; I was his mentor, friend, and teacher. He learned to make changes in his actions and his reactions to peers. Andrew began to trust me and sought me out to talk. He tried harder in academics and we celebrated his successes. By the end of the year, the child feared by many hugged me and said, I dont know how Im going to make it without you next year. I nearly cried. And I thought, me too, Andrew.

Students will be motivated to learn in the classroom when trusting teacher-student relationships are formed, strengthened, and lived out. Students dont care how much their teacher knows until they know how much their teacher cares.

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References Catt, S., Miller, D., & Schallenkamp, K. (2007). YOU ARE THE KEY: COMMUNICATE FOR LEARNING EFFECTIVENESS. Education, 127(3), 369-377. Cranton, P.(2006). Fostering Authentic Relationships in the Transformative Classroom. New Directions For Adult & Continuing Education,(109), 5-13. Doi:10.1002/ace.203 Fottland,H., &Matre, S. (2005). Assessment from a Sociocultural Perspective: Narratives from a first grade classroom. Scandinavian Journal Of Educational Research, 49(5), 503521. doi: 10.1080/00313830500267986 Freiberg, H., & Lamb, S.M. (2009). Dimensions of Person-Centered Classroom Management. Theory Into Practice, 48(2), 99-105. doi:10.1080/0040580902776228 Frisby, B.N., & Martin, M.M. (2010). Instructor-Student and Student-Student Rapport in the Classroom. Communication Educaton,59(2), 146-164. doi:10.1080/03634520903564362 Gillen, A., Wright, A., & Spink, L. (2011). Student perceptions of a positive climate for learning: a case study. Educational Psychology In Practice, 27(1), 65-82. doi:10.1080/02667363.2011.549355 Howes, C. (2000). Social-emotional Classroom Climate in Child Care, Child-Teacher Relationships and Childrens Second Grade Peer Relations. Social Development, 9(2). 291-204.

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Legg, A.M. & Wilson, J.H. (2009). E-Mail From Professor Enhances Student Motivtion and Attitudes. Teaching of Psychology, 36(3), 205-211. doi:10.1080/00986280902960034 Marlowe, M. (2011). The Relationship-Driven Classroom: The Stories of Torey Hayden. Reclaiming Children & Youth, 20(1), 10-15.20(1), 10-15. Morganett, L. (1991). Good teacher-student relationships: A key element in classroom motivation and management. Education, 112(2), 260. Pecaski McLennan, D. (2008). The Benefits of Using Sociodram in the Elementary Classroom: Promoting Caring Relationships Among Educators and Students. Early Childhood Education Journal, 35(5), 451-456. doi:10.1007/s10643-007-0195-2 Stuhlman, M.W., & Pianta, R.C. (2002). Teachers Narratives About Their Relationships With Children: Associations With Behavior in Classrooms. School Psychology Review, 31(2), 148.