Reflecting On the Impact of Teaching Through Relationships

by Rebekah Owens, Ph.D.

At the beginning of every school year, I reflect on my past educational experiences. Usually, a former teacher comes to my mind, and almost always, I am reminded of a high school math teacher, Mrs. Otersen. Why? She was one of the most gracious and influential teachers in my life. Despite my difficulty with processing and computational math errors, Mrs. Otersen worked patiently with me—my memory of her encouraging me through gentle and patient instruction. At the time, I did not realize how this would affect me personally, spiritually, and professionally. The relationship that she fostered with me still permeates my nostalgic memories.

Many of us have someone who has been influential in our lives. Who is that person for you? What makes them special to you? What have they done for you and how have they shown their care for you? Is it a teacher?

Teacher Benefits

Research consistently shows that positive teacherstudent relationships significantly impact students and teachers (Corbin et al., 2019). The researchers attributed positive emotions likely to influence teachers’ feelings of personal accomplishment (Corbin et al., 2019). A group of middle school teachers was observed providing positive interactions with students, and those teachers reported higher job satisfaction (Corbin et al., 2019). The correlation is two-fold, both for the student and the teacher. Researchers suggest that teachers confident in their abilities to teach, assess, and manage classroom behavior may be more likely to engage in practices that lead to supportive and secure relationships with students (Hajovsky et al., 2020). The benefits of strong relationships extend to you as well!

Student Benefits

Strong relationships characterized by trust, support, and effective communication contribute to students’ sense of belonging, self-esteem, and classroom participation (Siegle et al., 2014). A focus group of 28 students revealed that their interest and motivation in high school were attributed to their teachers. Effective teachers can influence students’ growth and encourage extensive depth of learning (Hajovsky et al., 2020; Siegle et al., 2014). Because the students trusted in the teachers, the teachers could delve deeply into in-depth discussions and partake in various instructional strategies. For positive relationships to flourish, the top three areas teachers need to foster are warmth, empathy, and responsiveness (Hajovsky et al., 2020; Siegle et al., 2014).

Personal Epilogue

Thinking back to my high school math experience, you and I may never see the seeds planted in our students’ lives. Mrs. Otersen has never seen me in my educational role (for nearly two decades), but she greatly impacted me. She went beyond the lesson plans, assignments, and assessments and sought to build a strong student-teacher relationship, and for that I am truly thankful.

As you embark on the school year and prepare to teach and care for students in your classrooms and in your life, please keep these observations in mind. Dear teacher friends, it is essential to remember that investing time in building relationships with your students is valuable. The relationships you build with your

students can have a significant impact on both their educational journey and their overall lives. You have the power to make a meaningful difference.

References

Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. https://doi.org/10.1016/j.jsp.2019.10.001

Hajovsky, D. B., Chesnut, S. R., & Jensen, K. M. (2020). The role of teachers’ self-efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology, 82, 141-158. https://doi.org/10.1016/j.jsp.2020.09.001

Siegle, D., Lisa, D. R., & Mitchell, M. S. (2014). Honors Students’ Perceptions of Their High School Experiences. Gifted Child Quarterly, 58(1), 3550. https://doi.org/10.1177/0016986213513496