Creating classroom communities that enhance learning
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
Connecting students to each other
Small group work
Mixing up students
Overcoming student isolation
Creating classroom communities
Main reason is to enhance learning
Promoting all voices in the classroom
Dealing with conflict
Implications of relational strategies
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
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?
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 (Unpublished doctoral thesis).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.