The Power Of Classroom Relationship

Why are strong relationships important?

Strong relationships provide a foundation for student engagement, belonging,
and, ultimately, learning. The more high-quality relationships students have
with their teachers, the better their engagement in school.
Positive student relationships are critical to academic achievement. Students
who feel supported are more likely to participate in learning and achieve
better academic performance. Furthermore, when children have favourable
contacts with instructors, they have less behavioural issues. In unpredictable
times, like as the coronavirus pandemic, these partnerships are more vital –
and more difficult – than ever.
When pupils feel protected and understood, neuroscience can help us
understand what's going on in their brains. Here are four reasons why
excellent teacher-student connections are essential – and how you may
cultivate them.
Positive relationships help to motivate people.
Positive interactions are the foundation of positive partnerships. Each of these
interactions has a significant impact on the brain. When you sincerely
congratulate a student or have a nice connection, dopamine is released in the
student's brain.
This starts a chain reaction. You give positive feedback. Dopamine is released
in the student's brain. The pupil feels fantastic and is eager to feel that way
again. Students who are more motivated spend more time and attention
working on a skill. They develop those abilities. You give more compliments,
causing more dopamine to be released. And the cycle begins anew.
You must have more good encounters than negative ones in order to develop a
positive connection. Researchers explicitly advise having five pleasant
encounters for every one unfavourable interaction. Positive encounters might
include greeting students by name when they come, praising hard work, or
inquiring about a student's pet.
Positive interactions provide a secure environment for learning.
The hormone oxytocin is released by the body during social activities such as
chatting and laughing. This allows us to connect with others. These
relationships produce a sensation known as "psychological safety." When
students feel psychologically comfortable, they are more likely to participate in
class discussions, ask questions, try to complete an assignment even though it
is difficult, or speak in an acceptable tone of voice for the setting.
Students' psychological safety can be increased by rewarding effort rather than
outcome. It is also beneficial to reassure pupils that certain talents are really
tough. You can tell them it's okay if they respond poorly or fail occasionally. A
profound lesson may also be learned by modelling how you respond to your
own setbacks.
The Value of Relationship
Students who like school and have positive interactions with adults have a
strong feeling of belonging. They understand how important they are. They like
their professors more when they believe they are liked as people by their
teachers. They are cooperative and driven to work hard as a result of their
partnership.

References
•Covey, S. (2004). The eighth habit: From effectiveness to greatness. New York:
Free Press.

•Given, B. (2002). Teaching to the brain's natural learning systems. Alexandria,

VA: ASCD.

•Hallowell, E. (2011). Connect: 12 vital ties that open your heart, lengthen your
life, and deepen your soul. New York: Pantheon Books.

•Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S.,
Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to
become learners: The role of noncognitive factors in shaping school
performance: A critical literature review. Chicago: University of Chicago
Consortium on Chicago School Research.