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Option 1: In my 5th grade ICT classroom at a Bronx charter school, these principles are essential. Many of my students, including those with IEPs or receiving RTI support, thrive when instruction is differentiated and when they feel a strong sense of belonging. With learners from culturally and linguistically rich backgrounds who may also face academic challenges, I see daily how “learning partnerships” built on authentic relationships encourage students to take intellectual risks and persevere through challenging tasks.

The ICT model offers opportunities to embed culturally responsive strategies in both whole-group and small-group instruction, though shifting co-teaching partnerships this year have challenged consistency. Hammond’s point that trust grows through predictable routines and a positive emotional climate reinforces my focus on maintaining stable expectations and classroom culture, regardless of personnel changes. Using culturally relevant materials—texts that reflect students’ identities, lessons tied to lived experiences, and community-based examples has noticeably increased engagement, especially among multilingual learners.

From my experience, listening plays a central role in building trust and rapport. When students feel truly heard—whether they are sharing an idea, expressing frustration, or telling a personal story they develop a stronger connection with me and with the learning process. Active listening communicates respect, validates their perspectives, and makes it easier to design instruction that reflects their needs and strengths. For many of students, the relationships we built based on recognizing their identities allowed them to just learn. They went from their diagnostics being way below grade level ( I had some arrive in my room with K on their files), to approaching grade level when they left me

Ultimately, Chapter 5 reaffirms that culturally responsive teaching is not simply accommodating differences but leveraging students’ cultural assets as tools for learning. By designing lessons that are rigorous yet supportive, incorporating cooperative learning, visual scaffolds, and real-world connections, and fostering a climate of respect and trust, I can help students build both academic skills and self-efficacy. Hammond’s insights strengthen my commitment to using relational trust, listening, and brain-based strategies to promote lasting growth.

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Listening plays a key role in building trust and rapport with students. It’s not just about hearing what they say but really understanding their thoughts and feelings. When students feel genuinely listened to, they feel safe and valued, which helps build a strong connection and makes them more willing to take risks in learning.

The three components of a learning partnership are affirmation, mutual respect, and validation. They act as important stepping stones to help dependent learners move toward independence and handle more challenging work. Affirmation lets students know their strengths and efforts are recognized, which builds confidence. Mutual respect creates an environment where students feel honored and safe to express themselves. Validation helps students understand that their experiences and feelings matter, which reduces fear and resistance to learning challenges. Together, these components create a supportive foundation that encourages students to take more ownership of their learning.

In practice, this might mean teachers intentionally affirm students’ efforts regularly, listen with respect and patience, and validate students’ emotions and perspectives. It could also include routines like goal-setting conversations or reflection time, where students feel safe to share and grow. When these elements are present, students build trust in their teachers and themselves, paving the way for deeper learning and independence.

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In practice, listening means making space everyday to check in with students. When I say this, I don't mean just about academics (Like quiz scores, missing homeworks, etc), but also about how they are feeling and what they are experiencing. In my classroom, this looked like greeting my homeroom each morning by asking simple but intentional questions like, "Hey, how are you feeling today?" or "Do you feel ready for the day?" Or even simply explaining "It's totally understandable to feel tired! We as teachers get tired as well sometimes," which actually helps to validate this normal feeling they are having at the moment. I also created space during advisory or those free blocks to hold the harder conversations when needed. One moment that stood out this year was when our school implemented a policy requiring students with frequent community breaches (CBs) to remain upstairs during certain events. I could feel the frustration and confusion from several students in my homeroom. Instead of moving forward with our scheduled advisory lesson, I paused and said, “Let’s talk about how we’re feeling.” Many middle schoolers don’t yet have the tools to fully express complex emotions, so I guided them through reflection by asking why they felt upset and what they thought the school’s intention was. I think often as teachers, we may unintentionally get wrapped up in the content, so much to an extent that we need to remember that our students are people as well, experiencing real emotions that often they don't understand.

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1) In my experience, listening is one of the most powerful tools we have to build meaningful relationships with our students, but especially those who may often feel unseen or tend to be more reserved. I have found that when I truly listen to my scholars, specifically when they take that risk to speak up, ask for help, or even advocate for themselves and their needs, it creates a foundation of trust between us. Listening allows students to actually feel heard, not just in academic spaces, but in who they are as people. We want students to understand that this classroom and this school is just as much theirs as it is ours as educators, and they have a voice within it or a right to speak up. Some of the most impactful moments I've had with students have come from listening to what is going on outside the classroom. When students recognize that I care about their full experience and not just their grade, they're more willing to open up, seek support, and take the academic risks that we are looking for. I've had students come to my co-teacher and I with sensitive situations, but I am able to understand at the same time that if I hadn't listened deeply before, they may have never trusted us to have those conversations. I also tend to approach listening to scholars from a place of understanding, rather than judgement or punitive thinking. I remember one instance where a colleague reprimanded a student for eating in class. But when I took the time to ask and listen, the student shared that they hadn’t had breakfast that day (As they usually do each morning). That small moment of empathy turned into an opportunity for support. Even though what I did may seem minor, in our students minds this helps to bridge the gap between an "authoritative figure," and themselves, where this student now understands that his basic needs are prioritized regardless of the time of the day, or the moment of a lesson we may be at.

2) In order to begin moving dependent learners toward academic rigor, a learning partnership should be built on three key components (As outlined by Hammond): rapport, alliance, and cognitive insight. Rapport is always the first step, it creates a sense of emotional safety by showing students they are seen, respected, and cared for inside and outside of the classroom. This is especially important for students who have had negative experiences in the past with school in general, or may have struggled prior to have positive relationships with their teachers or peers in the past. When we do make this push, they're far more likely to be willing to take risks in our classroom. It can already be challenging enough for a student to raise their hand, ask for help, or share an idea out loud (In fear of potential judgement). But when they don't feel like their teacher values them, those small moments can become even harder. The next step, alliance is where we begin to position ourselves as partners in our students' learning. During our state test prep, my co-teacher and I leaned deeply into this role. We acted as guides and supporters—not just assigning tasks, but working alongside our students. We made our process transparent: showing them how we plan lessons, how we analyze data, and why we meet every week to talk about their growth. We told them plainly, “This is about you, not us.” That message built trust and helped students feel like the work wasn’t just being done to them, but with them. We invited their questions, encouraged honest conversations, and even shared our 70% proficiency goal for the state exam. What this did was essentially allow them to want to take ownership for their data. Lastly, cognitive insight gives students the resources to take that full ownership over their education. They become aware of how they learn best (Potentially even the setting), the areas they struggle, and how to adapt. This allows students to not depend so heavily on us as teachers, but now on themselves as learners.

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In my experience, listening plays a vital role in building meaningful relationships with students. When educators truly listen, students feel seen and heard. They remember the small things you say or promise—and when you follow through, it reinforces their trust in you. Listening fosters cooperation because students begin to feel safe and valued in the classroom. It allows them to express how they feel, what they need, and what they understand or struggle with on a deeper level.

Listening doesn't only strengthen the teacher-student relationship but also supports connections with families. When students see that their teacher and parent are working together as a team and genuinely listening to their needs, it reassures them that they are supported both at school and at home. Ultimately, building these connections helps students grow into more independent learners. When a strong partnership is present, students are more motivated and develop the cognitive insight necessary to move forward academically.

2. How do the three (3) components of a learning partnership act as stepping stones to getting dependent learners ready for rigor?

The three components of a learning partnership, rapport, alliance, and cognitive insight each play a foundational role in helping dependent learners become ready for rigorous academic tasks. Rapport is the first essential step. It creates a safe and affirming environment where students feel respected and valued. When students know that their teacher genuinely cares about them, they are more willing to take academic risks and engage in the learning process. Alliance builds on that trust. This is where students and teachers work together with shared goals. The student begins to see the teacher not just as an authority figure, but as a learning partner, someone who is invested in their growth. This partnership promotes accountability and mutual support. Cognitive insight is developed through this supportive relationship. As students feel more empowered, they begin to understand their own thinking and learning processes. They start to take ownership of their learning, recognize their strengths and challenges, and apply strategies more independently. Together, these components support students in shifting from dependent to independent learners, making them more prepared and confident to engage in rigorous academic work.

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Building learning partnerships is critical for fostering positive, trusting relationships that lead to learning. For students' brains to adopt a state that allows them to learn, they need to perceive the classroom as an environment of safety. This begins with ensuring that, as a teacher, one listens to students and ensures they feel heard and supported. Ways to do this include involving oneself in the community, sharing stories that allow students to see you as human, recognizing and owning mistakes you make, and taking an interest in students' lives and hobbies. When students perceive that instructors care about them as people, they will be more open to learning and the productive struggles that come with it.

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Option 2: Assessing the State of Rapport

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Option 2: Assessing the State of Rapport

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Trust is foundational to learning in that it is cognitively necessary for lowering the brain's fear responses and allowing for learning to occur. This is because if students do not feel trust, they cannot feel safe enough to learn; what teachers may initially interpret as "difficult" behavior may simply be a reflection of this lack of safety. A teacher can ameliorate this by understanding the role of the amygdala and cortisol in altering the brain's response into a defensive state that is not conducive to learning. Trust lessens these defenses, permitting the brain to devote energy to tasks like creativity and higher-order thinking. Guiding students toward becoming independent learners therefore necessitates building positive, trust-building relationships.

One of my favorite trust generators is selective vulnerability, especially in regard to academic struggles. I sometimes would share anecdotes of having trouble with math operations when I was in their grade, for example. By demonstrating how common it is to face challenges while learning, and establishing expectations to engage in such struggles as part of the learning process, I hoped to help students realize that it is normal to face difficulties, and thus lower their stress and anxiety when learning.

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Putting this into practice means redefining what care, support, and high expectations actually look like in a classroom. It is about building real relationships that go beyond surface level interactions. That starts with consistency, honesty, and authenticity. I am honest with my students about where they stand, even when it is tough to hear, because I believe they deserve the truth and the tools to grow. I also make sure that honesty comes with support. I give them strategies, second chances, and reminders that they are capable. At the same time, I try to be transparent and human with them. If I make a mistake, I admit it. That openness builds trust and shows we are in this together. Across classrooms, this could look like creating space for student voices, using routines that build connection, and including students’ cultures and interests in daily instruction. When we prioritize emotional safety and make students feel seen and respected, they are much more likely to engage, take academic risks, and believe in their ability to succeed.

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Option 2: Assessing the State of Rapport

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Option 2: Assessing the State of Rapport

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Understanding the neuroscience of trust really changed how I think about student behavior and engagement. When I learned that the brain cannot focus on learning if it does not feel emotionally safe, a lot of things started to make sense. I realized that some of my students were not refusing to learn on purpose. They were simply in a constant state of stress or alert because of things happening outside of school or even past experiences with adults who let them down. Knowing that helped me shift my focus from managing behavior to creating a sense of emotional safety. That means being predictable, staying calm, and not overreacting when students make mistakes. I also started paying more attention to my tone, facial expressions, and body language. These little cues tell a student whether or not they are safe in my presence. When I create that safe foundation, students are more likely to engage, take risks, and trust that I actually want them to succeed. That first layer of trust is what makes everything else in a learning partnership possible.

My go to trust generators are consistency, honesty, authenticity, and affirming students' identities. I make it a point to show up the same way every day, and students learn that they can count on me. I also do not sugarcoat things. I am honest with my kids. If they are struggling or not putting in effort, I will tell them directly. I do not believe in saying they are doing great when they are not. But that honesty always comes with support. I remind them that I am here to help, and I give them specific ways to improve. If they do not take the advice, I bring that up too, not to make them feel bad, but to show them that growth takes action and I still believe they can get there. At the same time, I try to be authentic. I let students see who I am, and I do not try to pretend I have all the answers. If I make a mistake or I am not sure about something, I admit it. That shows them I am not above them, and we are learning together. Lastly, I try to reflect their cultures, interests, and personal stories in the classroom so they feel seen and valued. That sense of recognition is just as important as anything academic. When students know I am showing up for them consistently and genuinely, they start showing up for themselves too.

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Building learning partnerships looks like educators intentionally taking time getting to know their students, making them feel seen and heard, and establishing rapport. This can manifest in the classroom in a variety of ways, such as: sharing about yourself as a learner and the struggles you faced, seeing your students outside of the classroom (attending their soccer game, say), finding similar interests, remembering details from their lives and checking in with them, and exhibiting competent instruction. Most importantly, this should look fun and organic! Establishing rapport is not a formula and will look different across classrooms and years. Building trust with our students takes time, but is important for dependent learners to tackle more rigorous work.

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OPTION 2: Assessing the State of Rapport

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OPTION 2: Assessing the State of Rapport

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It is imperative that educators understand the neuroscience of trust in order to inspire students to "take the intellectual risk and stretch into their zone of proximal development" (Hammond, 81). As previously discussed, students cannot learn if they don't feel safe in the learning environment. Our brains pick up on hostile or inattentive triggers and send stress signals to the body as a result (45). Therefore, a positive relationship between a student and a teacher can mean the difference between a dependent learn actively actively collaborating and showing courage in the classroom, and shutting down out of fear and missing out on instruction. Understanding what happens to our students' brains when they feel unseen or alienated is an important first step because it keeps us accountable to our students, that relationships are not an option.

One of my go-to trust generators is similarity of interests. I like to start every morning by asking my students a question about themselves. It's low-stakes and involves the whole class. For example, I will ask "What did you do this weekend?" and then toss a foam football to each student whose hand is raised to share. As students share, I will usually chime in with my own connections to their response. I have also found that this builds the classroom community as students can find out what they have in common with each other. Another trust generator that I like to use is concern. I have a birthday chart up in my classroom that lists every students' birthday so we can properly celebrate them when the day comes. Every student gets a celebration.

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In practice, building learning partnerships rooted in trust means shifting from teacher-centered control to student-centered collaboration. It looks like greeting students warmly each day, honoring their cultural and linguistic backgrounds in our curriculum, and creating routines that feel predictable and safe. It means listening without judgment, using restorative practices instead of punitive ones, and offering choice in how students show what they know. Across classrooms, this might show up as flexible grouping, co-created class norms, or lessons that begin with students’ funds of knowledge. Ultimately, it’s about making sure every student feels seen, valued, and intellectually challenged and moving from compliance to connection, and from dependence to empowered, independent learning.

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In practice, building authentic relationships, learning partnerships, and centering listening in positive classroom environments can look like being intentional about creating space for a variety of student voices, especially for students who do not often feel heard. This could look like having more 1:1 check-ins with students as you circulate the room during independent work, slowing down to ask back-pocket questions when they seem frustrated or lost, and validating their feelings even when they are not able to fully express themselves. Creating safety and trust through consistent, warm interactions like greeting each student in the morning and knowing all of their names, coupled with clear boundaries, helps dependent learners feel secure enough to take academic risks, and independent learners to feel equally welcome and celebrated in the classroom. By showing students that we genuinely care, maintaining high expectations for all by not lowering the bar, and offering the right scaffolds and differentiation, we prepare dependent students to push themselves, think critically, and ultimately grow into independent learners, and independent learners to continue to thrive.

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In my experience, listening plays a huge role in building trust and rapport with students, especially those who may not feel seen or understood in school spaces. When I truly listen to what my students say (how they say it, what they do not say, and what their body language shows), it communicates that I care about them as whole people, beyond their grades, participation, or behavior. Hammond (2015) reminds us that connection is a prerequisite to learning for dependent learners, and listening is one of the most powerful ways to show all students they are valued (p. 76).

The three components of a learning partnership between teachers and their students, rapport, alliance, and cognitive insight, build on each other to prepare students for academic rigor and success. Building authentic rapport with students helps create a sense of emotional safety. The component alliance shifts the dynamic so students view teachers as partners rather than authority figures trying to use a sense of power over them. The component cognitive insight allows teachers to push students more effectively because they trust that we believe in their potential (Hammond, 2015, pp. 76–78). When all three components are present, students are able to rewire their thinking and sense of belonging to develop the confidence to take academic risks and be a more active classroom participant.

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In practice, this looks like teachers intentionally building relationships by listening deeply to students’ thoughts, questions, and concerns, both academic and personal. It means using culturally responsive strategies to affirm students’ identities and communicate high expectations with warmth and consistency. Classrooms would reflect strong partnerships where students feel safe to make mistakes, ask questions, and push themselves academically. Teachers would coach rather than control, guiding students with trust and encouragement. Over time, students would grow more independent and confident, seeing themselves as capable thinkers and learners.

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Option 1: The Need for a Different Kind of Relationship - Keon Davis

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Option 1: The Need for a Different Kind of Relationship - Keon Davis

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From my perspective as a teacher, listening is everything when it comes to building trust and rapport. When students feel heard, truly heard, it changes the dynamic. They become more open, more willing to engage, and more confident about taking risks. I’ve seen kids who barely spoke up at the beginning of the year slowly start to raise their hands more, share their ideas, and even advocate for themselves all because they knew I was paying attention to their words, their emotions, and even what they didn’t say out loud. Listening shows students that they matter, that their voice is valuable, and that they’re not just a name on a roster. It’s the foundation of every strong relationship in the classroom.

The three components of a learning partnership, rapport, alliance, and affirmation, are essential stepping stones in moving students from dependence to independent, rigorous thinking. Rapport is the first barrier to break; it’s about showing students that I care about them as people. Once that’s established, we can form an alliance, where we agree on shared academic goals and commit to doing the hard work together. Affirmation is the glue, constantly reminding them that they’re capable, smart, and worthy, even when the work is tough. Without that, rigor just feels like punishment. But with those three pieces in place, dependent learners begin to feel safe, supported, and empowered to take ownership of their learning.

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Practicing generating trust and building rapport in classrooms can manifest in multiple ways. I like to greet each student individually every morning, which sets a positive tone for the remainder of the day and sets a foundation of trust and personal connection that then allows for rigorous learning. However, a morning greeting is not enough to foster the trusting relationships that are necessary to propel learning. Generating trust is just as much about taking active steps to connect with students (like greeting them in the morning, asking them about their interests, or being available during non-learning time like recess or snack to connect and chat with students in a low stakes environment) as it is about how we react to certain situations. Our reactions to student behavior should reflect that we hold our students to high but fair standards and that we assume good intentions from them rather than conforming to deficit thinking. In practice, this looks like listening to students, valuing their input during challenging moments, and working together in partnership to find solutions that keep a student's best interests at heart rather than acting as punitive or dictatorial in the classroom.

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Option 2: Assessing the State of Rapport

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Option 2: Assessing the State of Rapport

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Building trust with a student is a longterm process that must begin as early as possible and must be frequently practiced in order to see real progress in relationship building. In her chapter on understanding culture and the brain, Hammond says that “Even if the environment isn’t hostile but simply unwelcoming, the brain doesn’t produce enough oxytocin and beings to experience anxiety” (p. 45). This understanding of the neuroscience of trust informs building the first stage of a learning partnership by highlighting the brain’s activity in a situation that might not necessarily be negative but still is not positive enough to foster the necessary trust, support, and comfort for meaningful learning. If a student comes to school and does not feel welcome, their brain will not allow their maximum learning potential. To generate trust with my students, I greet them individually every morning upon entering the cafeteria where they arrive at school, then I greet them individually again with a high five or hug at the door before they enter the classroom. This is to ensure that each student feels they have personally connected with me every morning before any learning occurs, because as Hammond iterates, setting a positive and trusting tone early on sets a vital foundation for building a positive learning environment throughout the day and school year.

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OPTION 2: Assessing the State of Rapport

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OPTION 2: Assessing the State of Rapport

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Understanding the neuroscience of trust helps me recognize that students cannot engage in meaningful learning if they don’t feel emotionally safe. According to Hammond, when students sense a social threat, their brain’s amygdala takes over, keeping them in a state of self-protection rather than cognitive engagement (Porges 2011). This insight has shifted how I view behavior; when a student seems withdrawn, resistant, or inattentive, I now pause and consider: “Do they feel safe here? Do they trust me yet?” Building that first stage of a learning partnership is about calming the brain’s stress response so that students can shift from survival mode into their prefrontal cortex, where higher-order thinking happens.

My go to trust generators include consistency, gentle humor, and honoring students’ identities. I always greet students by name, try to pronounce it correctly, and take genuine interest in their lives outside of school. I also intentionally model vulnerability, like admitting when I’ve made a mistake or asking for their input, which helps create mutual respect. Small, predictable routines, fair treatment, and cultural affirmation go a long way in showing students that this space is safe and that I see them not as problems to fix, but as partners in solutions.

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Option 2: Assessing the State of Rapport

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Option 2: Assessing the State of Rapport

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Understanding the neuroscience of trust helps us recognize that learning is deeply emotional and social. The brain cannot fully engage in higher-order thinking when it perceives threat, even if that threat is subtle, such as being ignored, misunderstood, or unfairly disciplined. This understanding pushes us as teachers to prioritize emotional safety and connection as the first steps in any academic journey. Knowing what we know about the neuroscience of learning (such as that oxytocin, the hormone associated with bonding, can be released through positive social interactions) can help us design routines (such as by foster these positive social interactions such as morning check-ins, greetings, and restorative conversations after conflict).

My biggest trust generator is selective vulnerability. I sometimes share moments from my own time in school where I struggled to help my kids feel less alone and gain some confidence before an assignment or in moments of their struggle. I’m intentional about keeping it appropriate and brief, but I want students to see that no one is always confident or perfect. When I model a growth mindset and openly talk about the challenges I’ve had to work through, it shows students they’re not alone and that struggle is part of learning! I also think when I share about my interests or personal experiences they feel invited and comfortable to share as they desire!

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Option 1: The Need for a Different Kind of Relationship

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Option 1: The Need for a Different Kind of Relationship

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In my experience, building trust and rapport between myself and my students plays a massive role in nurturing a warm classroom environment individually and collectively. I have had several students who struggled making academic progress for a variety of reasons from low self-esteem to behavioral challenges. Building rapport with these students and listening to them made them feel seen for who they are as opposed to for their scholastic shortcomings. Getting to know them, making them understand that I care about them, and showing them that I am here to support them through thick and thin pushed them to greater heights because it helped motivate them to persevere in the face of adversity for their own sake. Their growth was contagious, and coupled with the positive affirmations I always gave them, the class at large grew to be more comfortable, fun, and eager to learn.

Building rapport with a dependent learner helps them settle into the classroom setting and feel comfortable trying new things and not giving up when faced with a challenge. Building a genuine relationship with a student and showing them that they are seen for who they are is the beginning of getting them adjusted for more rigorous learning. After rapport is built, forming an alliance with them shifts things to academics. When a dependent learner feels safe and trusts their teacher, they are more willing to form a partnership with them for their own academic growth. When trust exists, dependent learners are more able to persevere. As the student and teacher progress in their alliance, the dependent learner gains cognitive insight on their own academic capabilities, their potential and what they are already able to do. This revelation shifts a dependent learner into an independent learner as they venture away from relying on their teacher to tackling problems on their own.

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Option 1: The Need for a Different Kind of Relationship

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Option 1: The Need for a Different Kind of Relationship

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From my experience, active listening (including making it obvious that you are listening) is always the first step in building trust, and has to be a central part of any relationship as trust and rapport grow. If I do not actively listen to my students, I essentially rob them of any affirmation whatsoever, without having ever spoken a word. As Hammond says, affirmation means ‘we acknowledge the personhood of our students through words and actions that say to them, “I care about you.”’ (Hammond, 2015) Listening to someone is the first step towards showing them that you care about them. In my previous role as youth minister, I thought of my job as being almost 100% listening. When I decided to move into a teaching role, I wanted to bring all of those same listening practices with me, but in looking back on this last year it is easy to see how the other distractions of making it through the day as a teacher often detracted from me being 100% present to listen. Beyond simply acknowledging the humanity of a student in the moment that I am showing interest in their words or their stories, listening also means that I will know what needs the student has going forward, and I will be able to implement the discussed ‘trust generators’ much more effectively, because I will know about students interests, concerns, etc.

The three components of a learning partnership, (1) rapport, (2) alliance, and (3) cognitive insight act as stepping stones towards preparing a learner for rigor because if we recognize how learning actually works, we must first attend to developing rapport, before using rapport to build an alliance, before using our alliance with the learner to unlock cognitive insight. As laid out in this chapter, a learner who is in a state of fear will ‘activate the amygdala and the release of cortisol. Cortisol stops all learning for about 20 minutes and stays in the body for up to 3 hours.’ (Hammond, 2015) Because of this, we need to have rapport with a learner before we can have an honest learning alliance with them. Developing a learning alliance means that we will be entering territory together with the student that will inevitably make them feel uncomfortable, and if the student doesn’t trust us, then we risk an ‘amygdala hijack.’ Lastly, the cognitive insight level can only be reached once we have a strong enough learning alliance to be let inside of our student’s thinking to the point where we can understand, together, what is preventing them from advancing their learning.

In my teaching practice this coming school year, my main goal with the rapport-alliance-cognitive insight scheme in mind, is to ensure that I plan the beginning part of the year well in terms of building rapport. I want to give particular attention to not throwing too much overwhelming material at my students before we have developed a sufficiently strong learning alliance. Additionally, I want to make sure that I am setting aside significant time when I can be totally present to listen to students. This will partly mean explicitly teaching students that if I am having a conversation with one student (whether concerning curriculum or not), I will not stop my conversation half way through to speak with another student. This was a major problem last year, as I felt I could never fully focus on one student because others were also asking me questions.

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Option 1: The Need for a Different Kind of Relationship

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Option 1: The Need for a Different Kind of Relationship

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In my experience as a student and a teacher, listening plays a huge role in building trust and rapport. Even when we step out of the educational system and go on with our daily lives, listening is something that shows others we are being attentive and caring. When students feel that their voices are being heard in various situations, they begin to feel like they matter and that what they are saying is being taken into account. Listening with intentions shows students that we can be a safe space for them and that the classroom isn’t only for learning, but also a space for being themselves. I’ve seen and experienced how small moments, like remembering what someone told you or what you told someone else, can change how we engage.

The three components shared in Chapter 5 —rapport, alliance, and cognitive challenge — all act as stepping stones for dependent learners. They work together to develop one another. When we start with rapport, it creates safety and an emotional connection. Once this is established, alliance occurs when we begin to become partners with our students, showing them that we’re in this together.  From both rapport and alliance, they form into a cognitive challenge where we see productive struggle and risk-taking for our students. We want our students to have those high expectations still and not feel judged over the things they have a hard time with. When they feel like they can do things on their own, they can become dependent learners

In connection with my practices as an educator, I design routines and make space for those interactions to build genuine connections with my students. Something that I enjoy is the morning meeting and community circle. During this time, they have prompts to start sharing and make time for personal conversations. I also want to affirm my students' potential when they doubt themselves by giving them time to think about their response, knowing that I’m there for them.

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OPTION 2: Assessing the State of Rapport pages 81-87

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OPTION 2: Assessing the State of Rapport pages 81-87

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REFLECT & DISCUSS:

How does understanding the “neuroscience of trust” (pp. 44-46) help you in building that first stage of a learning partnership?

What are your “go to” trust generators?

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OPTION 1: The Need for a Different Kind of Relationship pages 72 -81

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OPTION 1: The Need for a Different Kind of Relationship pages 72 -81

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REFLECT & DISCUSS:

From your experience, what role does listening play in building trust and rapport?

How do the three (3) components of a learning partnership act as stepping stones to getting dependent learners ready for rigor?