Building personal relationships in the classroom does more than just improve student behavior or classroom management. It is crucial to student engagement and success. Research shows that students who feel connected to their teachers are more likely to participate actively, feel confident in their learning abilities, and experience academic growth (Pianta et al., 2003). But what does it take to build those relationships?
In this blog post, we’ll explore how educators can develop strong personal connections with their students through a communication theory lens, while also leveraging the power of social capital and Paulo Freire’s ideology of empowerment. Personal relationships in the classroom are not just about creating a positive atmosphere; they are about empowering students to take ownership of their learning and creating an equitable space where all voices are heard (Freire, 1970).
Communication as the Foundation for Relationship Building
Communication is at the heart of relationship-building in any context, and the classroom is no exception. One valuable lens through which we can view this process is Communication Accommodation Theory (CAT), which suggests that people adjust their communication styles to either converge with or diverge from those they are interacting with (Giles & Coupland, 1991). In the classroom, this means that teachers can build rapport by adapting their communication to meet the needs of diverse learners.
Key Strategies for Educators:
- Active Listening: Listening actively demonstrates respect and signals to students that their voices matter, which helps in building strong relationships (Rogers, 1959).
- Nonverbal Communication: Nonverbal cues such as body language, eye contact, and facial expressions are key to creating a welcoming atmosphere for students (Mehrabian, 1972).
- Dialogue: Freire (1970) emphasized the importance of dialogue, where both teacher and student engage in mutual learning. This process fosters equality in communication, moving away from the traditional top-down instructional model.
Practical Application:
Educators can use open-ended questions to invite students into a deeper dialogue. Questions like “What do you think about…?” or “How does this relate to your experiences?” can encourage students to share personal insights, leading to a more inclusive and interactive classroom environment (Vygotsky, 1978).
The Role of Social Capital in Education
Social capital refers to the networks and relationships that provide individuals with access to resources, opportunities, and support. In education, social capital plays a crucial role in shaping students’ academic outcomes (Bourdieu, 1986; Coleman, 1988). Teachers who build strong personal relationships with students effectively increase their social capital, giving them access to help, guidance, and opportunities for collaboration.
Connection to the Classroom:
In the classroom, teacher-student relationships act as a key source of social capital. When students trust their teachers and feel supported, they are more likely to take risks in their learning and engage with their peers (Putnam, 2000).
Example:
Consider a student who feels confident enough to ask for help because they trust their teacher. This trust, built through personal connection, allows the student to access the resources they need to succeed. Without that personal relationship, the student might struggle in silence, missing out on important growth opportunities (Dika & Singh, 2002).
Empowering Learners through Personal Connection
Paulo Freire’s Pedagogy of the Oppressed (1970) posits that education should be a practice of liberation, where students are empowered to critically engage with the world around them. Freire argued that traditional educational models often oppress students by treating them as passive recipients of knowledge. Instead, he advocated for horizontal dialogue, where both teacher and student engage in mutual learning.
Building Relationships Through Dialogue:
When teachers develop personal relationships with students, they create space for this kind of mutual learning. Personal connections allow teachers to understand their students’ unique backgrounds and experiences, empowering them to bring these lived experiences into the classroom. This shifts the power dynamic and enables students to take more ownership of their education (Freire, 1970).
Practical Strategies for Building Personal Relationships
Building personal relationships with students requires intentional effort, but it is achievable with strategies that promote dialogue and mutual respect.
Relational Communication:
- Personalized Feedback: Providing feedback that acknowledges each student’s unique contributions builds a relationship grounded in respect (Hattie & Timperley, 2007).
- Regular Check-Ins: Whether through brief one-on-one conversations or anonymous surveys, checking in with students regularly can help build stronger relationships by addressing both their emotional and academic needs (Fisher et al., 2011).
- Collaborative Goal Setting: Allowing students to participate in setting their own learning goals fosters autonomy and strengthens their relationship with the teacher (Ryan & Deci, 2000).
Student-Centered Approaches:
- Project-Based Learning: This method allows students to engage with topics they are passionate about, which increases their sense of ownership and connection to the material (Krajcik & Blumenfeld, 2006).
- Peer Collaboration: Encouraging students to work together on projects builds a sense of community and strengthens relational dynamics (Johnson & Johnson, 2009).
Culturally Responsive Teaching:
By integrating students’ cultural backgrounds into lessons, teachers show respect for their identities and create a more inclusive environment. Culturally responsive teaching deepens personal connections and enhances social capital (Ladson-Billings, 1995).
The Long-Term Impact of Personal Relationships on Learning
Developing personal relationships with students not only enhances academic performance but also fosters their social-emotional development. When students feel connected to their teachers, they become more resilient in the face of challenges, take academic risks, and persist in their studies (Hamre & Pianta, 2001).
Freire’s Legacy:
Freire’s emphasis on empowerment, equity, and dialogue remains relevant today. Personal relationships in the classroom help create transformative learning environments where students are active participants in their own education, embodying Freire’s vision of education as a practice of freedom (Freire, 1970).
Personal relationships in the classroom, grounded in effective communication, the building of social capital, and Freire’s ideology of empowerment, are essential to creating an equitable and transformative educational environment. By fostering trust, dialogue, and mutual respect, educators can empower students to take ownership of their learning and engage fully in their education.
As educators, reflect on your own communication practices. How are you fostering personal connections with your students? What strategies can you implement to create more equitable, student-centered spaces where all learners feel empowered?