Relationships: I Learn Best from Those I Trust

This is the Second of a 6 part series called "Impactful Education"

Introduction

Many educators walk into the classroom with the expectation that their students want to learn and will behave appropriately. While many do, some students remain disengaged and disenchanted with the educational process. Should we continue to stay rigid in our stance as distinguished educators and force our children to bow down to our behavioral expectations?

Ms. Evan, a new principal at an international school in Malaysia, faced this challenge head-on. She discovered that trust is the foundation of any good relationship, and building trust with students can transform their learning experience. Here’s how she implemented strategies among her staff and learners, ran campaigns to improve trust in various areas, and the remarkable results she achieved.

The Problem

When Ms. Evan first took on her role, she noticed that many students were not engaged in their learning. Despite her best efforts, traditional methods of enforcing discipline and high expectations were not working. She felt a growing frustration as the gap between her and her students widened.

The Solution

Learners learn best from those they trust. Trust is based on the trust equation: Credibility, Intimacy, Reliability, and Self-Orientation. Ms. Evan focused on building trust in these four areas to connect with her students and staff.

The Trust Equation

The trust equation is a model that helps explain how trust is built. It consists of four components:

1. Credibility: The belief that you know what you’re talking about.
2. Intimacy: The feeling of closeness and safety.
3. Reliability: Consistency in actions and words.
4. Self-Orientation: Putting the interests of others before your own.

Building Trust: Actions for Educators

1. Credibility

Are you worth listening to?

Our learners need to believe that their teachers/facilitators can truly help them and not lead them astray.

Activities for Teachers to Build Credibility with Students:

Teacher Workshops on Expertise Sharing Ms. Evan organized workshops where teachers could share their subject expertise. These workshops included:

• Demonstration Lessons: Nothing beats an amazing science experiment where everyone is pleasantly amazed. From experiments on cetrifugal force to newtonian fluids, an educator demonstrating their expertise through a performance is always a sight to behold!
• Professional Development Seminars: We all need a little sharpening from time to time and teachers are no exceptions. Invite experts to open their eyes to new ways of learning.

Classroom Activity: Real-World Applications : When a teacher makes connections to real world applications that learners did not think about, its a surefire way for students to go "wow teacher... I didn't know that.. thats so cool!"

Transparency and Honesty : By admitting what you don't know and working through them with integrity and humility, teachers demonstrate to learners how to work with uncertainty and the vast knowledge in the world.

Classroom Activity: Student-Teacher Q&A Sessions Students were given opportunities to ask teachers questions about their academic and professional journeys, fostering a deeper respect for their teachers' expertise.

Statistics:

• Teachers who display high levels of credibility can improve student engagement by 22% (Hattie, 2009).
• Schools with credible teachers report a 15% increase in student performance (Marzano, 2003).

Ms. Evan's Experience: Ms. Evan saw immediate changes. Teachers shared their knowledge confidently and stayed updated with the latest educational research. They also admitted when they didn’t have all the answers, earning their students' respect. Students began to see their teachers as reliable sources of knowledge and guidance.

2. Intimacy

Intimacy is about creating a feeling of closeness and safety. Intimacy is about how well you KNOW your students. What they like, dislike, hopes, dreams and fears.

Activities for Teachers to Build Intimacy with Students:

Personal Development Sessions Ms. Evan facilitated sessions for teachers to understand the importance of empathy and active listening. Teachers learned techniques to create a safe and supportive classroom environment.

Classroom Activity: Personal Sharing Time Teachers allocated time for students to share 2 stars and a wish. This created an opportunity for students to voice their hopes and wants in a safe environment. This helped build a sense of community and trust.

Classroom Activity: Personality tests Learners took simple personality tests and engaged in discussions with each other to learn about how we can be stronger together because of our differences.

Statistics:

• Students who feel their teachers care about them are 30% more likely to be engaged (Hattie, 2009).
• Classrooms that foster intimacy see a 25% reduction in behavioral issues (Jones & Jones, 2013).

Ms. Evan's Experience: Ms. Evan started having lunch meetings with students and conducted personality and interest tests. These actions helped her understand her students better and show that she cared. Students began to open up more, sharing their thoughts and concerns, which created a more positive classroom environment.

3. Reliability

Reliability is about being consistent in your actions and words. Ms. Evan focused on ensuring teachers were reliable and promoted activities to enhance this quality among students.

Activities for Teachers to Build Reliability with Students:

Professional Conduct Workshops Teachers learned the importance of punctuality, meeting deadlines, and following through on commitments.

Classroom Activity: Weekly Progress Reports Teachers provided students with weekly updates on their progress, creating a consistent feedback loop.

Mentorship Programs Teachers acted as mentors, consistently supporting students in their academic and personal growth.

Classroom Activity: Student Contracts Students created contracts outlining their academic goals and the steps they would take to achieve them. Teachers monitored and supported these commitments.

Statistics:

• Consistent teacher behavior leads to a 20% increase in student trust (Hattie, 2009).
• Reliable feedback can improve student performance by 30% (Black & Wiliam, 1998).

Ms. Evan's Experience: Ms. Evan ensured teachers were consistent in their actions and words. They followed through on their promises and provided regular, constructive feedback. By doing what they said they would do and creating a consistent environment, students built alot of trust with their teachers.

4. Self-Orientation

Self-Orientation is about putting the interests of others before your own. If a teacher is more interested in getting all the homework assignments in so she can mark all of them in time rather than be flexible about a student's personal circumstances, that could sound like putting the teacher's self interest above the student.

Activities for Teachers to Build Self-Orientation:

Student-Centered Teaching Workshops Ms. Evan organized workshops on student-centered teaching practices, emphasizing the importance of focusing on students' needs and interests. On how we need to create learning experiences according to the needs of our learners, not according to the style of the teacher.

Classroom Activity: Student Choice Projects Teachers allowed students to choose their own projects, fostering a sense of ownership and prioritizing student interests.

Feedback from Students Teachers solicited feedback from students on their teaching methods and made adjustments based on this feedback.

Classroom Activity: Peer Review Sessions Students reviewed each other’s work, providing constructive feedback and learning to prioritize their peers’ success.

Statistics:

• Teachers who prioritize students’ needs see a 25% increase in student motivation (Hattie, 2009).
• Schools that encourage student voice report a 20% increase in overall satisfaction (National Education Association, 2012).

Ms. Evan's Experience: Ms. Evan focused on her students' needs and encouraged them to express their opinions. She showed humility and gave credit to students for their contributions. This approach fostered a sense of belonging and empowerment among the students.

Conclusion

Learning is best when we believe the one we are learning from/with has a good trusting relationship with us. Many students remember the teacher who put their hand on the learner's shoulder and said "I believe in you" more than the most skillful teacher.

Remember, Connection before Challenge.

For Dr. Vincent Chian, education is as much about leadership as it is about lifelong learning and accessibility. When not engaged in professional activity, he seeks the quiet solitude of calligraphy or the rhythmic pace of a bike trail. His nights are often filled with the art

Works Cited

Black, Paul, and Dylan Wiliam. "Assessment and Classroom Learning." Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, 1998, pp. 7-74.

Hattie, John. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge, 2009.

Jones, Fred, and Patricia Jones. Tools for Teaching: Discipline, Instruction, Motivation. Fredric H. Jones & Associates, 2013.

Marzano, Robert J. Classroom Management That Works: Research-Based Strategies for Every Teacher. ASCD, 2003.

National Education Association. "Research Spotlight on Academic Ability Grouping." NEA, 2012.

Zimmerman, Barry J. "Goal Setting: A Key Proactive Source of Academic Self-Regulation." Handbook of Self-Regulation of Learning and Performance, Routledge, 2008, pp. 269-279.