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Something that really challenged my thinking was when Mary mentioned that we need to keep in mind that for a lot of low income, urban students, any amount of chaos in the classroom can hinder their learning. When she said this, I immediately thought about when I volunteered in a classroom at Sibley Elementary my junior year at GVSU. All throughout my years thus far, I had been taught a lot about old school, traditional teaching versus what we now know to be the best teaching practices. Additionally, my only experiences in classrooms were ones in Allendale Public Schools. Essentially, this teacher’s classroom appeared to me to be the exact opposite of what I was learning to be the “ideal classroom.”

This teacher appeared to me to be running the classroom like a drill sergeant. It seemed like she was so rigid and strict about every direction and rule she set in place. Honestly, I was thinking wow this is a terrible teacher and those poor students. When Mary talked about the need for organization and clear expectations, it made me reflect on my previous experience in that classroom. Looking back, I think I was so focused on how strict she was, I didn’t consider any of the other things in the room. The desks were in groups where the students collaborated often during lessons. A lot of her lessons were hands on and visual. The classroom art and library represented all of the kids in the classroom.

Thinking back, I realize that she may have been “strict” because she considered the needs of her students in the room. She was very organized and there truly was never an ounce of chaos in her classroom. Even when they transitioned between subjects or around the building, she made sure to set clear, specific expectations that she did not budge on. I think I was too swift to judge and just ignorant and inexperienced with urban schools. Mary’s comments made me reconsider and start to understand that more rigid expectations and organization is not the same thing as teacher centered, old school teaching.

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Prerequisite Knowledge & Dysfunctional Roles 

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Prerequisite Knowledge & Dysfunctional Roles 

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One element that stood out to me the most was when Mary was explaining that you need to make sure that students know how to do a behavior before asking them to do it. For example, you need to make sure that students know what quiet looks like and sounds like, before asking them to be quiet. This stood out to me because in my placement, there was one student who almost always talked even when we stated that this was a voice level 0 activity. Then I thought about it more and I had the thought that this was his first year at this school, so maybe he did not know what I meant when I said that. After this PD the next day, when he talked when it was supposed to be a “V zero” I asked him, do you know what “V zero” means? I was shocked and also not surprised when he said no.

Another element that stood out to me was when she talked about the four roles that children might assume when they live with a dysfunctional family. I had never learned about these roles and I think it’s extremely important to have trauma informed teaching. I loved that Mary went so in depth about these roles and some signs/behaviors that your student might exhibit if they have taken up some of these roles. This seemed like really valuable information to have.

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Small conversations are so important because your students need to know that you care about them and that their voice and presence matters inside and outside of the classroom. To truly build a respectful relationship and classroom community, you need to get to know your students. You need to know about their personality, interests, and home lives. It is not enough to just know about their academic skills and knowledge. Small conversations can allow you to build these connections. Some things that might make a small conversation successful are…

Initiating these small conversations

Asking students non-school related questions

Making connections to the things they tell you about themselves

Asking follow up questions

Telling them about yourself

Finding non instructional times to have these conversations

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An intentional focus on this core teaching practice can help advance justice because this is a teaching practice that has shown to be effective for all students, and it is also something that every teacher has the ability to do. One problem with other practices and programs that have shown to be effective for students is that it is not always accessible to all schools, teachers, and students. For example, smaller class sizes have shown to be beneficial for students, but for many urban schools, this is simply not an option.

Creating and maintaining strong, respectful relationships with students does require money, a lot of time, or a specific setting. Every teacher has the ability to form these relationships with their students. Small conversations, community building, and having genuine interest in your students can be easily fit into or built into the school day. If every teacher in every school practiced this, it would create equity because it would be being practiced in every classroom, not just the classrooms that have the funds and ability to do it.

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One way I have already started to build respectful relationships in my classroom is by always saying please and thank you to my students. When I give directions I will phrase it like “please open up your planners” and when they finish I always say “thank you.” This may seem small, but I feel like it not only shows respect and manners, but it also shows that I appreciate their hard work and willingness to participate.

Another way I have started to build respectful relationships is by asking for consent or clarification on their needs when appropriate. For example, before I touch any of their items on their desk I ask if it is okay if I use their notebook or put something in their backpack. I also will often ask students if they need help, space, or more time. This shows them that I respect their needs no matter what they are.

Lastly, I have started to build respectful relationships by demonstrating that I trust them to do the right thing. If the bathroom in the classroom is full, but someone else needs to go, I always say “yes, I trust you to be safe and responsible in the hallway.” If a student wants to choose a new book during silent reading, I say “yes, I trust you to pick a new book quickly and quietly.” I truly feel that the verbiage of “yes, I trust you to…” is powerful because it shows I already trust them and I truly believe students will live up to the expectations you give them. This can be negative or positive, it truly is up to you as the teacher.