If You Want to Improve Student Achievement, Start with Relationships
Nina B. Hollis Endowed Chair in Education at Florida Southern College
A few weeks ago, I was seated next to a teacher on a
plane. We were both headed to a conference where I would be speaking. I asked
her what she taught, and she responded, “students.” I knew I was in good
company. She went on to tell me about her students in detail, and her eyes lit
up as she described each one. She intuitively knew deep relationships with
students are formed intentionally over time as the teacher focuses on each
student’s curiosity, interests, strengths and needs. She understood that
impactful relationships go way beyond high fives and handshakes. I asked her if
she had any problems with classroom behavior or resistance to learning. I could
have predicted her response. She admitted there are challenges but explained
how she works through them in the classroom. Her goal was to ensure each
student’s sense of worth and belonging, no matter what.
This
smart teacher may not have read the growing body of research which suggests
that strengthening student-teacher relationships leads to improved academic,
social and emotional outcomes for students. This teacher likely found evidence
of the benefits through her own practice. But we do not have to leave this
important lever to chance. Teachers do not need to discover it through trial
and error. There are strategies we can all use to deepen relationships with
students. The strategies center on our ability to notice things about our
students and respond. I use the formula, Notice + Act = Impact. It is simple,
but not easy. With all of the distractions and obligations, being fully present
and focused on our students is challenging. But it is critical we do just that
because Almost every factor schools take into account, from attendance to
behavior to academic engagement, can be positively impacted through a focus on
relationships.
The effort is worth it, for both the teacher and the student. Relationships with students are a source of joy and satisfaction for most teachers. And, relationships are the basis for a legacy of impact. As a qualitative researcher, I study the things former students remember about their teachers. After collecting hundreds of stories, I have come to understand what teachers say and do that stick with students for years (even decades). Deep student-teacher relationships have both short- and long-term influences. By employing relationship building strategies, teachers can improve a student’s motivation and achievement over the course of a year, and teachers can also change the trajectory of a student’s life. A deep relationship with a teacher is a powerful mitigating factor for a child at risk. I will use a few of the stories I have collected to illustrate simple strategies for making an impact by noticing plus acting.
I loved going to Mrs. Berns’ classroom. It was a peaceful
sanctuary in my otherwise chaotic young life. I was always well behaved in
school. However, I felt like an annoyance to my teachers, except for Mrs.
Berns. I was scattered, constantly losing or forgetting things. The other
teachers were visibly annoyed by my missing papers and library books. They
scolded me for my disorganized backpack. Just a few weeks into my fourth grade
year, Mrs. Berns noticed that I had not turned in homework for several days. I
was ready for her to lecture me, but instead she asked me a question. “Do you
have a quiet place to do your homework after school?” I shook my head. She
continued, “What is your after school time like?”
I explained that I usually went to one of my aunt’s
houses because my mom had to work. Sometimes I went to my grandma’s house. I
never really knew where I would end up. I went with the relative who could take
me. If my mom worked late, I slept at a relative’s house. This happened more
often than not. So, my belongings were always scattered all over the place, and
never where I needed them.
Mrs. Berns stood there for a minute; then she walked over
and cleared off a little desk by the window. She placed some paper and a box of
pencils on the desk. She told me to pick up my breakfast in the morning and
come directly to my new “homework spot” instead of waiting for the bell with
the other kids. I happily worked on my homework every morning, and I kept my
library books and other important things inside the desk. The routine was
comforting, and I treasured the extra time with Mrs. Berns. She made a big
impact by finding out what I needed most and providing it.
Mrs. Berns provided security and stability in Shelby’s
chaotic life. She built trust. Too often, students lose trust during their time
in school. They protect themselves and stop taking the risks necessary for
learning and growth. If we notice students’ walls and respond in ways that
reduce their need to use them, we can help them grow. Justin’s story about Mrs.
Downey is a great example of noticing a wall and responding with compassion.
This is Justin’s story:
I remember middle school as a challenging time. I was
small and struggled academically, which made me feel insecure. I avoided
anything that would potentially draw attention or cause me embarrassment. Mrs.
Downey’s reading class was comprised of mostly boys. I had known many of them
since elementary school when we were all diagnosed with learning disabilities.
After years of teasing, we learned to hide behind protective armor. We ascribed
to the “attack them before they attack you” philosophy.
So, when we arrived in Mrs. Downey’s classroom that first
day, we were surprised to find two guinea pigs. There was eye rolling and
groaning; we were clearly too cool for class pets. Little did we know that
George and Lennie had the power to break through the armor of middle school
boys. Most of us were reluctant to read out loud, but we were willing to read
to George or Lennie. Mrs. Downey’s typical response to an angry outburst was to
send us over by the guinea pigs to cool down. In other classes, teachers would
likely have withheld Lennie and George, seeing it as a reward when we should be
punished. But this particular teacher was wise enough to find the fastest way
to get us back on track.
Looking back, I see the brilliance of Mrs. Downey’s plan.
When I felt unworthy, she gave me responsibility for the guinea pig’s care.
When I felt unlovable, Lennie and George loved me unconditionally. When I
armored up, these small creatures softened my heart. I took risks as a learner
that I would not have taken in any other class.
Mrs. Downey was determined to keep students in the
classroom and learning, and she understood the power of breaking down walls. Noticing
a student’s need and responding to that need also has a great impact on a
student’s self-worth. By noticing a need and responding, we send the message
that students are worthy of our time and effort. John has clear memories of the
way his third grade teacher, Miss Andrews, made him feel worthy, and he has
carried those memories for decades. This is John’s story:
We were as poor as a family could be without living on
the streets. I don’t think I was aware of that until I went to school. I
remember seeing other kids in their clean, pressed clothes and thinking they
must be loved in a way that I longed to be. My dad was too busy drinking, and
my mom was too busy getting beaten by my dad to take care of me. I started to
press my own clothes, but they never looked as new and clean as the clothes of
the kids I admired.
My teacher, Miss Andrews, used to invite me to her home
after school for a snack. Somehow she recognized that I was hungry. One day as
I was leaving, she handed me a package wrapped in brown paper and tied up with
string. I ran all the way home to open it. I spent hours staring at the three
new school shirts that had been folded inside the package, holding them and
smelling them.
It still gets to me. You are supposed to love your own children, but this woman showed such love to someone else’s child. Looking back, I know she couldn’t have had much herself, and yet, she made this sacrifice for me. Somebody noticed me. Somebody cared about me.
John must have been given many gifts
in the sixty-five years since, but it would be a wonder if any of them could
top those new school shirts. It seems the gift was not really in the shirts
themselves. The gift was in the message: You are seen. You are loved.
John’s story exemplifies the power of simple acts and the meaning students make
of them. Miss Andrews
did not just make John a better student, she influenced the kind of person and
parent John became. By noticing and responding, we all have the opportunity to
be someone’s Miss Andrews.
As I think back to the teacher on
the plane, I wonder what her students will remember about her. Certainly, they
will recall her empathy and care. Even if they do not see the connection
between her actions and their outcomes, they will remember how she made them
feel. And students who feel seen, valued, safe and confident become willing allies
in the cause of their own learning.
Dr. Julie Hasson is the Nina B. Hollis Endowed Chair
in Education at Florida Southern College and the founder of the Chalk and
Chances project. Julie spent fifteen years
as a teacher and ten years as an assistant principal and principal. During her
time as a school administrator, Julie earned a doctorate in Educational
Leadership from the University of South Florida.
Now that Julie is a professor, she researches the ways teachers
make a lasting impact on students. That research is the basis of the Chalk and
Chances project, an online community dedicated to celebrating and elevating
teachers. Julie has the opportunity to teach all around the world through her
writing, speaking and training. She is a TEDx speaker and the author of Unmapped
Potential: An Educator’s Guide to Lasting Change.
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