Maximizing the Relational Dimension: Teachers Learn from Teachers

Research conducted for the International Boys' Schools Coalition, of which Saint David's is a member, is clear. Strong teacher-student relationships are essential to effectively reach and teach boys. Studies conducted by Dr. Michael Reichert, a renowned researcher on educating boys and our in-house Visiting Scholar for this school year, have found that the relational dimension – where a boy knows and feels that he is valued, cared about, and understood by his teacher – is vital. In fact, "establishing an affective relationship is a precondition to successful teaching and learning."

Sharing common interests or experiences, having high expectations for classroom conduct and work quality, and responding to personal interests of each boy are a few of the ways that teachers can forge strong connections with their students. For even the best teachers, however, there come times when connections might be strained, causing frustration for both teacher and boy. When this occurs, it is imperative that the teacher take the wheel to right the relational course.

Earlier in the school year, Dr. Reichert, using a Gibbs-based protocol tailored for education, worked with a group of faculty as part of Saint David’s Teaching Boys Initiative professional development program (TBI), to prepare them to facilitate reflective practice sessions with their fellow faculty.

This team put their training to use last Monday as they led small groups of their colleagues in professional development sessions where teachers shared challenging relational situations they were having or had experienced in the past. Fellow faculty listened carefully, provided insights, perspectives, support, and their own takeaways on how connections with boys could be improved.

The feedback from participants was overwhelmingly positive:

“It was increasingly helpful to hear other teachers' stories, thoughts, anecdotes, etc. in a more structured manner."

"Starting with a moment for colleagues to genuinely share what they appreciate about someone who is vulnerable and brave enough to seek feedback is invaluable."

“The protocol causes me to be more reflective about the most effective strategies."

"An advantage to using this protocol is that everyone stays on track and has an opportunity to offer questions and support."

“The structure...is invaluable...The meetings reaffirm that Saint David's sincerely wants to create a highly unusual community where asking questions and, let's face it, admitting mistakes, won't be penalized."

We also see the efficacy of reflective practice and peer collaboration during Walkthrough Wednesdays and Thursdays, when faculty are able to visit a colleague's classroom to observe the relational dimension in action. On these days, teachers volunteer to open their classroom to their fellow faculty. 

We instituted this practice recognizing that faculty were eager for opportunities to engage in reflective dialogue and because we were familiar with research linking a culture of peer observations with an increased focus on student achievement. Participating teachers have noted the value of seeing their colleagues model novel pedagogical strategies, as well as the insight they gleaned from watching their students, perhaps reluctant or cautious in their own discipline, fully engaged and carefree in another class. Many faculty members speak about the culture of trust and collegiality that Walkthrough Wednesdays and Thursdays promotes.

These are such exciting and energizing times at Saint David’s. As they engage in reflective practice with each other, our faculty can maximize their impact and professional growth.  Through an institutionally supported professional development structure (TBI), we are promoting the sharing of best practices aligned with Saint David's culture, values, and mission. Our boys are the beneficiaries.  

Ut viri boni sint.

www.saintdavids.org