NTLTC 2011 - Supporting relationships between teachers and students in tertiary
Upcoming SlideShare
Loading in...5

Like this? Share it with your network


NTLTC 2011 - Supporting relationships between teachers and students in tertiary






Total Views
Views on SlideShare
Embed Views



2 Embeds 133

http://www.ntltconference.ac.nz 132
http://webcache.googleusercontent.com 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

NTLTC 2011 - Supporting relationships between teachers and students in tertiary Presentation Transcript

  • 1. Supporting relationships between teachers and students in tertiary education Clare Mariskind Massey University
  • 2. Introduction
    • Research in HE literature has recognized the importance of relationships with and among students as a factor in student engagement and success
    • My PhD research looked at university teachers’ understanding and experiences of student diversity
    • One part of the findings looks at teachers developing and maintaining relationships with, and among, students
  • 3. Relational approach to education
    • Teaching and learning as educational relations (Biesta, 2004)
    • Relational strategies: practices that teachers engage in to create and maintain relationships with students and among students in a teaching/learning setting
    • Not often discussed in HE literature
    • Funding pressures and neo-liberal ideologies may impact on educational relations
  • 4. Relational strategies in my research
    • Focused on:
    • Teachers connecting to students
    • Teachers connecting students to each other
    • Creating classroom communities that enhance learning
  • 5. Teachers connecting to students
    • Sharing interests and experiences
    • Fun, humour, informality, put students at ease
    • Being approachable and accessible
    • Building rapport, getting to know students
    • Empathy
    • Supporting students
    • Pastoral care
  • 6. Connecting students to each other
    • Small group work
    • Mixing up students
    • Overcoming student isolation
    • Classroom participation
  • 7. Creating classroom communities
    • Main reason is to enhance learning
    • Respect
    • Promoting all voices in the classroom
    • Dealing with conflict
  • 8. Implications of relational strategies
    • Large classes
      • Difficult to get to know students
      • Difficult to find time to provide out-of-class time for all students who need it
      • Relational strategies even more important
    • Move beyond emphasis on dyadic teacher / student(s) relationships to a web of relations
    • Use the term ‘relational strategies’ to promote awareness of what teachers do to build and maintain classroom relationships
    • Teacher is a relation not a role (Noddings, 2003), value relationships for their own sake
  • 9. Questions
    • What are ways teachers and their institutions can support educational relationships, especially when teachers have high student numbers?
    • Is the notion of ‘relational strategies’ a useful one or could it reduce the complexities of relationships to lists of techniques?
  • 10. References
    • Biesta, G. (2004). "Mind the gap!" Communication and the educational relation. In C. Bingham & A. Sidorkin (Eds.), No education without relation (pp. 11-22). New York: Peter Lang.
    • Mariskind, C. (2011). ‘Making a difference’: University teachers’ narratives of student diversity. (Unpublished doctoral thesis). Wellington, New Zealand: Victoria University of Wellington.
    • Noddings, N. (2003). Caring: A feminine approach to ethics and moral education (2nd ed.). Berkeley: University of California Press.
    • Raivoka, M. (2009). Creating opportunities: The village at the university. In K. Sanga & C. Chu (Eds.), Living and leaving a legacy of hope: Stories by new generation Pacific leaders (pp. 69-74). Wellington: He Parekereke, Victoria University of Wellington.